Next week, UNESCO will convene the world’s educational leaders in Incheon to set the agenda for educational development over the next 15 years. Those who think that’s mainly an agenda for the developing world should read our new report Universal Basic Skills - What Countries Stand to Gain. The report shows the scale of the effort that is ahead even for many of the wealthiest nations to develop the essential skills that can transform lives, generate prosperity and promote social inclusion. And with a new global metric of the quality of learning outcomes, the report demonstrates that the world is no longer divided between rich and well-educated countries and poor and badly educated ones.
This winter, I was at an employment center in Karaganda, Kazakhstan talking to people who were interested in starting their own businesses. I could still remember the excitement in their voices as they talked about their ideas.
Этой зимой я побывала в Центре занятости в г. Караганда, Казахстан, где встретилась с людьми заинтересованными в открытии собственного бизнеса. Я до сих пор помню волнение в их голосах когда они говорили о своих идеях.
Была пара, которая с помощью микрокредитов от правительства начала придорожное обслуживание на станции по техническому осблуживанию (СТО), надеявшаяся воспользоваться ростом автотрафика между Астаной и Алматы. Они сказали, что хотели бы понять рынок лучше, чтобы более эффективно вести свой бизнес. Уязвимые к внезапным изменениям на рынке или появлению новых технологий, как частные предприниматели они хотят знать как улучшить производительность и развить свое дело.
Today, on World Autism Day, I’d like to highlight the impact of education on what persons with disabilities are capable of achieving. More than one billion people – 15% of the world’s population – experience some form of disability. One-fifth of the estimated global total, up to 190 million people, encounter significant disabilities. Persons with disabilities are more likely to experience adverse socio-economic outcomes than persons without disabilities, such as less education, worse health outcomes, less employment, and higher poverty rates.Most persons with disabilities are in developing countries.
What are the jobs of the future? How can I steer my daughter to a career which offers the best potential for secure employment? If I am honest with her, no one really knows. A decade ago, who had heard of an App Developer or a Chief Listening Officer? These jobs, like so many others, simply didn’t exist.
The headlines are sobering:
• The Arab World has 25% youth unemployment – the highest in the world – and female youth unemployment is even higher reaching over 30%
• The economic loss of youth unemployment costs US$40 to $50 billion annually – equivalent to the GDP of countries like Tunisia or Lebanon
• One third of the population in the region is below the age of 15 – a further third is aged 15 to 29.
• Two thirds of young people surveyed believe they do not have the skills required to get a good job
It is widely held that the revolutions taking place across the Middle East have been fuelled by a generation of youth who are over-educated or poorly-educated and unemployed. Education for Employment (e4e) is an initiative that seeks to ‘realize Arab youth potential’ by providing education opportunities that focus on employability. The World Bank Group's International Finance Corporation (IFC) and the Islamic Development Bank commissioned research for 22 countries across the Arab World with ‘deep dive’ research undertaken in 9 countries. The report found that demand for e4e solutions is substantial and yet supply is nascent. It also identified that critical enablers are missing, such as quality and standard setting, funding mechanisms, internship opportunities and information for young people on the value of different types of education.
The following piece is cross-posted at USAID's IMPACTblog, where World Bank Education Director Elizabeth King is a special guest blogger for International Women's Day.
This week we celebrate International Women’s Day and it’s as good a time as any to remind ourselves of the remarkable accomplishments toward achieving gender equality—and of the challenges that remain to ensuring that the 3.4 billion girls and women on our planet have the same chances as boys and men to lead healthy and satisfying lives.
This year’s International Women’s Day theme, “equal access to education, training, and science and technology,” is a powerful affirmation of the many benefits of educating girls, which come from improving women’s well-being, such as through better maternal health and greater economic empowerment.
Blogging from the World Bank's Indigenous Peoples Research Dissemination Workshop in Washington DC.
As is well known, there are more 300 million indigenous peoples in the world. While they make up fewer than 5 percent of the global population they account for about 10 percent of the world’s poor. Next year, Cambridge University Press will publish my book with Gillette Hall on the state of the world’s indigenous peoples.
As part of the dissemination process, we have brought together most of the contributors to our volume for a workshop in Washington D.C. today, to share their research with each other and with an audience of World Bank staff, researchers and others from the development community. We expect a lively discussion on our forthcoming publication, which covers countries in Latin America, Africa and Asia.
Co-authored by Roberta Bassett and Jennifer Pye, Tertiary Education Team
We are reaching out to the global tertiary education community to create a forum for discussing equity in access and success. For us, as part of the growing community of bloggers on education at the World Bank, feedback from our readers is important to help fulfill the institution’s mission of fighting poverty and supporting human development. Your views on our work, insights and knowledge contribute to our quest to further our understanding on how best to go about providing equitable access to educational opportunities for all. We hope you will take some time to read this blog entry and explore our web site on Equity of Access and Success in Tertiary Education to learn more. Your comments will feed into our report on the situation of equity in tertiary education that we will be drafting over the next few months based on the background reports and studies found on our website. We hope you will take advantage of this opportunity to help us to drive our work forward and improve equitable access to education for all.