With the Indian economy poised to be among the fastest growing economies in the world, there is great demand for world-class engineers to drive domestic value-addition, innovation and make the economy even more competitive globally. In this context, the Indian government’s Technical/Engineering Education Quality Improvement Project (TEQIP), supported by the World Bank, has been working with engineering colleges across the country to make them more responsive to a rapidly changing technical environment.
The education group within the World Bank recently held a debate on whether school grants really do buy learning. Interestingly, we ran into some bigger questions before we even got started.
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.
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.
How do large-scale student assessments, like PISA, actually work? What are the key ingredients that are necessary to produce a reliable, policy relevant assessment of what children and young people know and can do with what they know? A new report commissioned by the OECD and the World Bank offers a behind-the-scenes look at how some of the largest of these assessments are developed and implemented, particularly in developing countries.
Investing in people starts by ensuring that graduates leave school with strong basic/foundational skills, such as in reading and mathematics. Such skills are critical for subsequent study, for quickly finding a first job, and for adapting to continuous technological change. But are countries in the EU ready to face that challenge?
“Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.” This is one of many important targets set by the United Nations General Assembly on September 27, 2015. How hard will it be to achieve this goal by 2030?
“Asegurar que todas las niñas y todos los niños tengan acceso a servicios de atención y desarrollo en la primera infancia y educación preescolar de calidad, a fin de que estén preparados para la enseñanza primaria.” Este es uno de los muchos objetivos importantes establecidos por la Asamblea de la Organización de Naciones Unidas el 27 de septiembre del 2015. ¿Qué tan difícil resultará alcanzar este objetivo para el año 2030?
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.
Since 2000, the OECD’s Programme for International Assessment (PISA) has been measuring the skills and knowledge of 15-year-old students in over 70 countries. PISA does not just examine whether students have learned what they were taught, but also assesses whether students can creatively and critically use what they know.