International evidence shows that investing in high-quality early childhood programs can have large economic returns, especially for children from socially disadvantaged groups. In response, developing countries are looking to increase public investments in the early years, especially in early education programs. As they do so, one of the challenges policymakers face is deciding what to fund. After all, there are a wide range of opportunities for early childhood education that already exist in local settings such as playgroups and kindergartens. As a result, different children can often have very different early childhood education experiences on their way to primary school.
The inefficiency and inequity caused by age differences in testing is not news. On the contrary, it is a well-documented fact. The proposed solution to this problem is to age-adjust test scores. But the truth is, we are nowhere near to implementing such a solution.
We just got back from Nepal to see how results-based financing has, or hasn’t, changed the way their education system functions. Over lunch, we asked our counterparts at the Ministry of Education: “What’s been different since the introduction of results-based financing?” Their response: “Oh, we just pay more attention to the indicators.” While this may sound peripheral, it speaks to the power of RBF.
Parents love their children.
Farming is hard work.
The child is reading a book.
Children work hard at school.
These are the sentences that women ages 25-34— who reported their highest level of education as being primary school or less — were asked to read as part of the Demographic and Health Surveys (DHS) Woman’s Questionnaire.
"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."
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).
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.
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.
Если вы хотите одного года процветания, вырастите пшеницу. Если вы хотите десятилетия процветания, посадите деревья. Если вы хотите 100 лет процветания, инвестируйте в людей.
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.
Depending on to whom you listen, automation, robotics, and artificial intelligence (AI) will either solve all our problems or end the human race. Sometime in the near future, machine intelligence is predicted to surpass human intelligence, a point in time known as “the singularity.” Whether the rise of the machines is an existential threat to mankind or not, I believe that there is a more mundane issue: robots are currently being used to automate production.
经济学家理查德·弗里曼(Richard Freeman)主张，机器人可以替代工人，甚至能替代高技能的专业人士。麻省理工学院(MIT)教授埃里克·布伦乔尔森(Erik Brynjolfsson)和安德鲁·麦克菲(Andrew McAfee)也指出，随着电脑变得更加强大，企业对某些工种的需求将会减少。
Intensive “bootcamp” training programs that develop coding and other computer science skills and directly connect students with jobs are becoming increasingly popular. In the U.S, there are already over 90 bootcamps—and they are taking root in Latin America too, helping to close the region’s skills and gender gaps.