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L'enseignement supérieur à un carrefour : Perspectives vues de par le monde

Francisco Marmolejo's picture
Also available in: English | Español

 
Cela fait déjà sept mois que j'ai intégré l'équipe de la Banque mondiale en tant qu'expert principal en éducation, responsable de la coordination du programme de l'enseignement supérieur. Pendant ce court laps de temps, j'ai eu l'occasion de rencontrer des gens venus d'un peu partout dans le monde, de lire un tas de rapports, et de participer à des réunions techniques et à des missions aux côtés de fonctionnaires gouvernementaux et de dirigeants institutionnels. En bref, je me suis mis à me renseigner le plus rapidement possible sur le fonctionnement de cette organisation à la fois fascinante et complexe et sur sa contribution unique (et non sans controverse) au développement dans le monde.

 Au cours de ces derniers mois, j'ai fait le tour du monde en visitant l'Amérique latine, le Moyen-Orient, l'Afrique, l'Asie du sud-est et l'Europe, -- des voyages qui ont été pour moi une occasion unique et privilégiée de réflexion sur les défis et opportunités auxquels fait face l'enseignement supérieur dans le monde d'aujourd'hui. C'est précisément ce raisonnement qui nous a amené, à la Banque mondiale, à organiser sur l'année une série de conférences et de panels intitulée « L'Enseignement supérieur à un carrefour », grâce à laquelle nous espérons engager une réflexion collective sur des problématiques et tendances dans le secteur de l'enseignement supérieur et mettre cela en relation avec le programme d'action ambitieux qui consiste à éliminer l'extrême pauvreté dans le monde et à promouvoir une prospérité équitablement partagée, dans un monde durablement ménagé.

La educación terciaria en una disyuntiva: perspectivas desde diversas partes del mundo

Francisco Marmolejo's picture
Also available in: English | Français

 
Ya son siete meses desde que me uní al equipo de trabajo del Banco Mundial como Coordinador de Educación Terciaria. Durante este corto periodo de tiempo he tenido la oportunidad de reunirme con una amplia variedad de personas, leer diversos reportes y participar en reuniones técnicas de revisión de proyectos y misiones con funcionarios gubernamentales y líderes institucionales de diversos rincones del planeta. Ha sido una positiva experiencia de rápido aprendizaje sobre la manera como opera una organización tan compleja como lo es el Banco Mundial y cuya contribución al desarrollo es tan significativa y a la vez cuestionada.

En mis viajes en América Latina, el Medio Oriente, África, el Sudeste Asiático y Europa, he tenido la oportunidad de reflexionar sobre los desafíos y oportunidades que la educación terciaria tiene frente a sí a nivel mundial. Es precisamente tal razonamiento el que nos ha llevado en el Banco Mundial a organizar una serie de conferencias que estaremos llevando a cabo durante un año con el tema “Educación Terciaria en la encrucijada” y en la que esperamos reflexionar colectivamente sobre los temas relevantes y tendencias de la educación terciaria en el ámbito internacional, así como, sobre el papel que ésta debe tener a la luz de la ambiciosa agenda que el Banco Mundial se ha planteado para eliminar la pobreza extrema en el mundo mediante mecanismos que permitan compartir la prosperidad en un mundo sustentable.

La primera de estas conferencias, efectuada recientemente, atrajo la participación de un grupo de educadores de más de 25 países que analizaron el intrigante dilema de la vinculación entre empleabilidad y educación superior. Sabemos que aunque debería existir una ruta relativamente tersa entre la educación terciaria y la empleabilidad, sin embargo, es un camino que se encuentra lleno de obstáculos. Datos recientes indican que un alto número de egresados de la educación terciaria en diferentes partes del mundo no pueden encontrar empleos adecuados y en ocasiones ni siquiera cualquier tipo de empleo.
 

Closing the Gap in Turkey: Evidence of Improved Quality and Reduced Inequality in an Expanding Education System

Naveed Hassan Naqvi's picture
Also available in: Türkçe



 

 

Turkey’s remarkable economic growth over the last decade has been a much quoted success story. One often hears that the country trebled its per capita income, and has become the 16th largest economy in the world. One hears less often that this economic growth has been inclusive, accompanied by reduced poverty and expanded access to social services in health and education. And yet even these debates on expanded social services rarely move beyond quoting the headline numbers to look at the dynamics of change in the sector(s). This omission is unfortunate because the dynamics of change in the social sectors can be a harbinger for future progress. I want to draw the reader’s attention to the unheralded progress in the education sector.
 

A Lesson from Malala: Girls’ Education Pays Off

Sri Mulyani Indrawati's picture
Originally published on the World Bank 'Voices: Perspectives on Development' blog

 

When I heard the news last autumn that 15-year-old Malala Yousafzai of Pakistan had been shot simply for standing up for her right as a girl to get an education, I was horrified.

It also reminded me how lucky I was.

When I was offered a rare scholarship to study abroad, it wasn’t acceptable for me, as a young married Indonesian woman, to live apart from my husband. My mother laid out two options: Either he would join me, which meant giving up his job, or I had to decline the offer.

I know it was her way to advocate for my husband to support me, which he did without hesitation. We both went to the United States to complete our master’s degrees. I combined it with a doctorate in economics, and we had our first child, a daughter, while we both were graduate students.

Reaching the Classroom Is Just the First Step

In his recent Huffington Post blog, World Bank President Jim Kim spoke about how the learning crisis is one of the greatest obstacles to development. According to the United Nations, an estimated 171 million people can lift themselves out of poverty if all students in poor countries acquired basic reading skills.

A Global Conversation: What Will It Take to Achieve Learning for All?

Click here to view the full Infographic in high resolution.

Tomorrow, a Learning for All Ministerial Meeting will bring together development partners and ministers of finance and education from Bangladesh, the DRC, Ethiopia, Haiti, India, Nigeria, Yemen, and South Sudan – home to nearly half of the world’s out-of-school-children – to address challenges and steps to ensure that all children go to school and learn.

In the Global War on Poverty, Think About Investing Early

Tamar Manuelyan Atinc's picture

When President Obama announced a number of investment priorities for his second term that would expand the economy and strengthen the middle class, his focus on bolstering early childhood education caught my attention. I agree with his premise and furthermore think that what is good for the United States is also good for developing countries. But what stands in the way of a more aggressive, nationwide emphasis on early childhood development worldwide? Are opportunities being missed because of lack of knowledge or coordination failures?

The Global Education Imperative

At last month's Annual Meeting of the World Economic Forum in Davos, Switzerland, UN Secretary-General Ban Ki-moon shared the stage with Western Union President Hikmet Ersek, Nigerian Minister of Communication Technology Omobola Johnson, World Bank Group President Jim Yong Kim, UN Special Envoy for Global Education, Gordon Brown and Danish Prime Minister Helle Thorning-Schmidt, during an hour-long panel entitled, "The Global Education Imperative."

Secretary-General Ban Ki-moon called upon participants to strengthen efforts to achieve global targets related to education and health, stressing the importance of building a better future for all. He noted that progress in this critical field has stalled in recent years, which was the impetus for his recently launched Education First Initiative.

Bond management, the global financial crisis, and girls' education: Which one of these things is not like the others?

Halsey Rogers's picture

At a time of fundamental uncertainty on global financial markets, how should the World Bank help countries respond? Mohamed El-Erian, CEO of the global bond management giant PIMCO, took on this question during his recent talk at the World Bank, which was part of the PREM seminar series. One of his answers may come as a surprise: Invest in girls' education!

First, some background: El-Erian is one of the most influential figures in the world of finance. His firm manages $1.8 trillion in assets, an amount that comfortably exceeds Japan's foreign-exchange reserves, and he's on Foreign Policy magazine's list of Top 100 global thinkers. As a longtime former IMF official, El-Erian is also intimately familiar with international financial institutions.

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