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Europe and Central Asia

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. 

In Bulgaria, giving Roma children equal opportunity starts with free preschool

Daphna Berman's picture
Eugenia enjoying a music lesson together with preschool children in the Bulgarian village of Litakovo. (Photo: Daniel Lekov / World Bank)

In Bulgaria, where just 15 percent of Roma children complete secondary school, Eugenia Volen, 42, knows only too well how hard her job is.  

How can we routinize disruption?

Maria Amelina's picture
Also available in: Français
Allô École! training for parents, primary school, Tshikapa, DRC. (Photo: Ornella Nsoki / Moonshot Global, Sandra Gubler / Voto Mobile Inc., Samy Ntumba / La Couronne)


Mobile solutions for better governance in education

Let’s look at these pictures together: villagers examining a poster, teachers putting a similar poster on the wall, adding a number to it; government officials choosing designs for a dashboard with a help of a technician.  None of these can be described as “cutting-edge technology” but these photos show moments in the life of a cutting-edge, disruptive project.

It’s the kind of project that works technical innovation into the lives of citizens and incentives to respond to the needs of these citizens into the workflows of government officials. 

Allô, École! is a mobile platform funded by Belgian Development Cooperation and executed by the Ministry of education of the Democratic Republic of Congo (DRC), with the help of the World Bank.

Why education infrastructure matters for learning

Janssen Teixeira's picture
Also available in: Română | Français
A classroom in Godineşti in Gorj county, Romania. (Photo: Chiara Amato / World Bank)


Buildings, classrooms, laboratories, and equipment- education infrastructure - are crucial elements of learning environments in schools and universities. There is strong evidence that high-quality infrastructure facilitates better instruction, improves student outcomes, and reduces dropout rates, among other benefits.
 
For example, a recent study from the U.K. found that environmental and design elements of school infrastructure together explained 16 percent of variation in primary students’ academic progress. This research shows that the design of education infrastructure affects learning through three interrelated factors: naturalness (e.g. light, air quality), stimulation (e.g. complexity, color), and individualization (e.g. flexibility of the learning space).
 
Although education policymakers are increasingly focusing on the quality of education and school learning environments, many countries use a fragmented or piecemeal approach to investing in their education infrastructure. In Romania, for example, decisions about education infrastructure investments have historically been made under an uncoordinated and decentralized model, driven by ad hoc needs and limited funding availability, rather than a strategic approach.

De ce este importantă pentru învăţare infrastructura educaţională

Janssen Teixeira's picture
Also available in: English | Français
O clasă în Godinești din județul Gorj, România. (Photo: Chiara Amato / World Bank)

Clădirile, sălile de clasă, laboratoarele şi dotările – într-un cuvânt, infrastructura educaţională - constituie elemente vitale ale mediilor de învăţare din şcoli şi universităţi. Rezultatele cercetărilor în domeniu sugerează că infrastructura de foarte bună calitate conduce la îmbunățățirea predării, a rezultatelor școlare ale elevilor şi reducerea abandonului şcolar, pe lângă alte beneficii.

De exemplu, un studiu recent realizat în Marea Britanie a arătat că elementele de mediu şi de proiectare ale infrastructurii şcolare împreună explică 16% din variația progresului școlar al elevilor din ciclul primar. Acest studiu evidenţiază faptul că proiectarea infrastructurii educaţionale influențează procesul de învăţare prin trei factori interdependenți : naturalețe (de ex. lumina, calitatea aerului), stimulare (de ex. complexitatea, culoarea) şi individualizare (de ex. flexibilitatea spaţiilor de învăţare).

Cu toate că decidenții din domeniul învăţământului îşi concentrează atenţia din ce în ce mai mult asupra calităţii educației şi a mediilor de învăţare din şcoli, multe ţări au o abordare fragmentară sau fără o viziune de ansamblu privind investiţiile în infrastructura educaţională. În România, de exemplu, deciziile privind infrastructura educaţională au fost luate de-a lungul timpului pe baza unui model necoordonat şi descentralizat, determinat de nevoi de moment şi fonduri limitate, și nu pe baza unei  abordări strategice.

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.

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