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Middle East and North Africa

The Missing Piece: Disability-Inclusive Education

Charlotte McClain-Nhlapo's picture

In 2015, the world committed to Sustainable Development Goal (SDG) 4 to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” More than an inspirational target, SDG4 is integral to the well-being of our societies and economies – to the quality of life of all individuals.

Why gender parity is a low standard for success in education

Stephanie Psaki's picture
Gender parity in educational attainment may mask other important inequalities. (Photo: Vuong Hai Hoang / World Bank)


In many ways, girls’ education is a success story in global development. Relatively simple changes in national policies – like making primary schooling free and compulsory – have led to dramatic increases in school enrollment around the world. In Uganda, for example, enrollment increased by over 60 percent following the elimination of primary school fees.  

As more young people have enrolled in school, gaps in educational attainment between boys and girls have closed. According to UNESCO, by 2014, “gender parity (meaning an equal amount of men and women) was achieved globally, on average, in primary, lower secondary, and upper secondary education.”

Yet, more than 250 million children are not in school. Many more drop out before completing primary school. And many young people who attend school do not gain basic literacy skills. These challenges remain particularly acute for poor girls.

In a new paper, published in Population and Development Review, we explore recent progress in girls’ education in 43 low- and middle-income countries. To do so, we use Demographic and Health Survey data collected at two time points, the first between 1997 and 2007 (time 1), and the second between 2008 and 2016 (time 2).

How to host 200,000 refugee students in your education system: An answer from Lebanon

Noah Yarrow's picture
Syrian refugee students listen to their school teacher during math classes
(Photo: Dominic Chavez/World Bank)

 
World Refugee Day happens once year, but the issues it is designed to highlight are a daily concern for Lebanon. As the country which hosts the world’s largest number of  refugees per capita, Lebanon  holds some important lessons. Lebanon almost doubled the size of its national public education system in five years in response to the ongoing refugee crisis, something no country has ever done before. The large increases in primary education seen particularly in African countries in the last decade and a half rarely accounted for more than a 50 percent increase in the total public school population as they were focused on the first six years of school; Lebanon has increased its overall public school population by almost 100 percent.  

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.

Trends in returns to schooling: why governments should invest more in people’s skills

Harry A. Patrinos's picture
Students at a training center.

One of the biggest economic benefits of schooling are labor market earnings. For many people, education and experience are their only assets. This is why I believe that it’s very important to know the economic benefits of investments in schooling.

Resilience, refugees, and education for change

Harry A. Patrinos's picture


As the world struggles to cope with the stream of refugees coming out of Syria, there is an urgent need to advance education opportunities. This is not to just thwart radicalization, as United Nations special envoy for global education Gordon Brown argues, but to ensure that we invest in building refugee children’s human capital.

Are we obsessed with university rankings?

Francisco Marmolejo's picture
Also available in: Français
Students prepare for an exam in a library. Photo: Arne Hoel / World Bank


It is beyond doubt that rankings have become a significant part of the tertiary education landscape, both globally and locally.

In this landscape, rankings have risen in importance and proliferated in unimaginable ways. It’s become commercialized and, with it, so has the sophistication of companies and organizations that rank colleges and universities. Undoubtedly, rankings now play such a big role in shaping the opinions of current and potential students, parents, employers, and government about the quality of tertiary education institutions.

¿Estamos obsesionados con los rankings de universidades?

Francisco Marmolejo's picture
Photo: Arne Hoel / World Bank


No hay duda que los rankings se han convertido en una parte significativa del panorama de la educación superior en los ámbitos local y global. En este escenario, los rankings han crecido en importancia y han proliferado de maneras inimaginables toda vez que la comercialización de los mismos ha llevado a un alto grado de sofisticación de las compañías y organizaciones que se dedican a su elaboración y difusión. Hoy en día es evidente que los rankings juegan un papel no menor en contribuir a formar opiniones de los actuales y futuros estudiantes, padres de familia, empleadores y gobierno, en torno a la calidad de las instituciones de educación superior.

Education is the key to integrating refugees in Europe

Christian Bodewig's picture
Syrian refugee students listen to their school teacher during math classes. 
Photo © Dominic Chavez/World Bank


​In Europe, the year 2015 will be remembered as the year of the “refugee crisis.” Hundreds of thousands of refugees have crossed treacherous waters and borders to flee war and persecution in Syria and the wider Middle East and Africa in search of protection in the European Union. Transit and destination countries have been struggling to manage the refugee flow and to register and shelter the new arrivals. At the same time, the EU is debating how best to tackle the sources of forced displacement and is stepping up support to Turkey, Jordan, and Lebanon, who host the lion’s share of Syrian refugees. But largely missing from the frenetic activity so far, except in Germany, has been a thorough discussion of the next step: how to manage the integration of refugees in host countries beyond the initial humanitarian response of shelter and food.

Higher education: returns are high but we need to fund it better

Harry A. Patrinos's picture
University students at a laboratory.

Photo: Nafise Motlaq / World Bank


This week I was invited to speak at The Economist’s Higher Education Forum in New York to share my thoughts on how higher education can be expanded. I believe that we need a fair and sustainable cost-recovery model at the university level using future earnings to finance current education.

Over the past two decades, there has been a tremendous increase in the number of university students and graduates worldwide, which should have led to decrease in the rate of return to investment to higher education – if supply outpaced demand, of course.  While there has been some decrease in overall rates of return, investment in education is still a highly profitable investment.  Global demand for high levels skills such as working with new information and problem-solving has kept the returns to schooling high in even the poorest countries of the world. In fact, the returns to higher education are higher in lower-income countries – except in the Middle East and North Africa due to rigid labor market regulations.

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