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Schools are teaching 10 million girls to code; gender equality is a real possibility

Hadi Partovi's picture
Also available in: Français 
Editor's note: This is a guest blog by Hadi Partovi, tech entrepreneur and investor, and CEO of the education non-profit Code.org.
In the last few years, schools globally have made real strides towards gender equality in computer science.
In the last few years, schools globally have made real strides towards gender equality in computer science.  (Photo: Code.org)


Today, for the International Day of Women and Girls in Science, we celebrate the progress made towards reducing the gender gap in computer science, and we urge schools worldwide to help balance the scales in this critical 21st century subject.
 

Latin America: Is better technical and technological higher education the answer?

Diego Angel-Urdinola's picture
Also available in: Español
 
A new World Bank study finds that some Chilean technicians with a two-year degree have education returns that are only slightly lower than those of professionals. (Photo: Dominic Chavez/World Bank)



Two years ago, 23-year-old Pedro Flores became a technician specializing in renewable energy—all thanks to a degree from a technical institute in Maule, located in one of Chile’s poorest regions. After completing his degree in just two years, Flores became the only person in his family to obtain an advanced degree. Today, he lives in Santiago and works for a private solar energy multinational corporation, where he earns a competitive salary that is only slightly below the average for entry-level professionals in his field, most of whom spent over five years in university.

New, Most Comprehensive Global Dataset on Education Quality.

Harry A. Patrinos's picture
Also available in: Español | العربية

The world is facing a learning crisis, particularly in middle and lower income countries, and though theories abound on how best to address it, one things is clear: policymakers and practitioners alike need more and better information to sufficiently address the challenges ahead.

Several important international standardized achievement tests such as PISA and TIMSS provide critical data, but these tests are limited because they often exclude developing countries and only date back to the mid-1990s.

Our new working paper, A Global Dataset on Education Quality (1965-2015), addresses that information gap. In it, we present the largest and most current globally comparable dataset on education quality, with harmonized learning scores for 163 countries and regions that covers more than 90 percent of the world’s population. This new World Bank dataset offers a longer time horizon and includes more countries, especially lower income, than any other previous attempt to capture educational information on so granular a level.

Countries/areas covered by the dataset

A Smarter Way to Keep Teachers in Malawi’s Remote Schools

Salman Asim's picture
 
Alberto Gwande, the Headteacher at the Khuzi school near Nathenje, Lilongwe Rural East District, Malawi.
Photo: Ravinder Casley Gera


Alberto Gwande and his students at Khuzi school in Malawi need more teachers. The school is severely understaffed, with only six teachers for nearly 800 students. “I was supposed to receive new teachers last year, but they never came,” recalls Alberto, the headteacher.

Khuzi is 20 kilometres away from Nathenje, the nearest large village with a trading center, and its Pupil-Teacher Ratio (PTR) is 131 pupils per teacher. In contrast, Chibubu school, located four kilometers from Nathenje, has a PTR of 65, while Mwatibu school, located inside the village, has a PTR of just 49. And yet, despite the shortage at Khuzi, it was Chibubu which received four new teachers last year.

Powered by education, East Asia is getting ready for the Fourth Industrial Revolution

Raja Bentaouet Kattan's picture
Also available in: English
East Asia is getting ready for rapid technology advances. (Photo: Gerhard Jörén / World Bank)


Recent trends in automation and rapid technology advances, collectively dubbed ‘The Fourth Industrial Revolution (“4IR”), are radically shifting the economic landscape, and changing the nature of jobs and the profile of skills required in the labor force.  There are challenges emerging around the world and East Asia is getting ready.
 
A global challenge
 
As automation expands, low-skilled and low-income countries become more exposed to automation. Because of job clustering, reskilling and acquiring skills such as complex problem-solving, high-level technical skills, and social skills have become more important for workers to adapt to new and emerging industries. The challenges facing the global force will be significant and require collaborative and innovative emphasis on enhanced methods for developing the skills needed to adapt and remain productive. Carl Benedikt Frey of the Oxford Martin Programme on Technology and Employment, reminds us that, “The emergence of new industry suggests that the new types of jobs being developed are vastly more skilled than the average types of jobs.”

2017 in review: The top ten World Bank education blogs

Anne Elicaño-Shields's picture
Celebrating education. (Photo: World Bank)


As the editor of the World Bank’s education blog, I get weekly submissions from our education experts from all corners of the globe. Provocative and informative, our bloggers write about some of the education sector’s most hotly debated issues today.

Here are 2017’s most-read blog posts:

#10 There are cost-effective ways to train teachers

Teachers are the single most important factor affecting how much students learn. However, talent and heart aren’t enough to make a good teacher- as in all professions, one must train (and continue to train!) to be truly effective. This can be a big challenge in countries with fewer resources for education. Read about how 8,000 teachers in disadvantaged districts in Ghana upgraded their skills while simultaneously teaching in schools.

What 15 seconds can tell you about a classroom

Daphna Berman's picture




The first time a World Bank education team tried classroom observations in Brazil, it nearly provoked a state-wide teachers’ strike. It was October 2009 in the northeast state of Pernambuco and two members of the team, Barbara Bruns and Madalena Dos Santos, had handed out stopwatches to school supervisors newly trained in using the Stallings “classroom snapshot” method to measure teacher activities.

Two days later, the stopwatches were on the front page of Pernambuco’s leading newspaper: the teachers’ union called for a state-wide strike to protest an evaluation tool they dubbed the “Stalin method.”

“I thought the grant money we had used to train observers was down the drain,” recalled Bruns, a World Bank retiree now a visiting Fellow at the Center for Global Development. “But the governor, Eduardo Campos, was unfazed.  He publicly declared: ‘No one is going to stop me and my secretariat from going into public schools to figure out how to make them better.’  The union backed down and the fieldwork went ahead.” 

How a time-tested education model can prepare students for a high tech future

Harry A. Patrinos's picture
Students need to develop and practice 21st century skills, such as leadership, teamwork, and cooperative learning. (Photo: World Bank)



I believe that people who are constantly on the lookout for new models of education should also look to the past at something that was started over 40 years ago. In the 1970s, the “New School” model was born in rural Colombia.
 
New School – Escuela Nueva in Spanish – is recognized for its innovative nature and for improving the education of millions of children around the world. Originally designed to provide cost-effective schooling to small rural schools in Colombia, it focused on cooperative learning and leadership, feedback, social interaction – all now hallmarks of so-called 21st century learning.

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).

Powered by education, East Asia is getting ready for the Fourth Industrial Revolution

Raja Bentaouet Kattan's picture
Also available in: 한국어
East Asia is getting ready for rapid technology advances. (Photo: Gerhard Jörén / World Bank)


Recent trends in automation and rapid technology advances, collectively dubbed ‘The Fourth Industrial Revolution (“4IR”), are radically shifting the economic landscape, and changing the nature of jobs and the profile of skills required in the labor force.  There are challenges emerging around the world and East Asia is getting ready.
 
A global challenge
 
As automation expands, low-skilled and low-income countries become more exposed to automation. Because of job clustering, reskilling and acquiring skills such as complex problem-solving, high-level technical skills, and social skills have become more important for workers to adapt to new and emerging industries. The challenges facing the global force will be significant and require collaborative and innovative emphasis on enhanced methods for developing the skills needed to adapt and remain productive. Carl Benedikt Frey of the Oxford Martin Programme on Technology and Employment, reminds us that, “The emergence of new industry suggests that the new types of jobs being developed are vastly more skilled than the average types of jobs.”

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