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Почему учащиеся в Молдове демонстрируют более высокие результаты

Lucia Casap's picture
Also available in: English | Română

 

Jutta Benzenberg / World Bank



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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.

The skills that matter in the race between education and technology

Harry A. Patrinos's picture
Also available in: 中文
Technology rapidly changes the workplace and the skills demanded, making current workers less employable. One approach is to think about the kind of work that technology cannot replace.
(Photo: Curt Carnemark / World Bank)
 


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.

在教育与科技的竞赛中决定胜负的技能

Harry A. Patrinos's picture
Also available in: English
(Photo: Curt Carnemark / World Bank) 
 

自动化技术、机器人和人工智能要么能解决我们所有的问题,要么会终结全人类——从不同的人那里,你可能会听到不同的意见。
 
预计在不远的将来,机器的智能将会战胜人类,这一时点被称为“奇点”。而抛开机器的崛起对人类的威胁是否真实存在不说,还有一个更加实实在在的问题:机器人当前被大量用于自动化生产。
 
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。

Bootcamps: Raising expectations for girls in math, science and technology

Juliana Guaqueta Ospina's picture
Also available in: Español
A Laboratoria classroom in Peru
Laboratoria, a nonprofit organization that runs six-month courses, targets girls from low-income families who face major barriers to accessing higher education. (Photo: Laboratoria)


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.

“Bootcamps”: aumentan las expectativas de las niñas en los campos de matemáticas, ciencia y tecnología

Juliana Guaqueta Ospina's picture
Also available in: English
A Laboratoria classroom in Peru
Laboratoria, organización sin fines de lucro que dirige cursos de seis meses para niñas de familias de bajos ingresos que enfrentan barreras para acceder a la educación superior. Foto: Laboratoria

The Central Matter: An artistic analysis of Central America's Nini subculture

Rafael de Hoyos's picture
Also available in: Español


On her daily walk down the muddy road that connects her home with school, Beatriz would sing a cumbia and dream of becoming a professional dancer. However, she would soon find out that her aspirations were short lived. At the age of 14, Beatriz got pregnant and never went back to school. In the six years following her pregnancy, she struggled with an unstable and low-paid job, cleaning rich houses in Guatemala City. By the age of 20, without minimum skills and a secure job, Beatriz had little control over her life and a murky picture of her future loomed. 

Exposición “The Central Matter”: un análisis artístico de la subcultura de los ninis en América Central

Rafael de Hoyos's picture
Also available in: English


En su caminata diaria por el camino lleno de lodo que conecta su casa con la escuela, Beatriz canta una cumbia y sueña con ser una bailarina profesional. Sin embargo, pronto descubrirá que sus aspiraciones durarán poco. A los 14 años, Beatriz quedará embarazada y nunca más volverá a la escuela. En los seis años posteriores a su embarazo, tendrá que lidiar con un trabajo inestable y mal pagado, limpiando casas de personas ricas en la ciudad de Guatemala. A los 20 años, sin contar con las habilidades mínimas y un trabajo seguro, Beatriz tendrá poco control de su vida y su futuro no será muy halagüeño.

Equipping Kazakhstan’s future workforce

Aliya Bizhanova's picture
Also available in: Русский
Kazakhstan has embarked on several policy and institutional initiatives aimed at closing skill gaps and improving work force productivity.
Kazakhstan is embarking on several policy and institutional initiatives aimed at closing skill gaps and improving work force productivity. Photo: Maxim Zolotukhin / World Bank

Do you remember how you felt when you graduated from high-school or college? Like me, you probably experienced some uncertainty and anxiety about what comes next, asking questions such as: “Will I get a job, and if so, where? And am I fully equipped to compete in the workforce?”

Indeed, these are important questions for many graduates entering the labor market in my country, Kazakhstan, where strong economic growth over the last decade has exposed some major skill gaps in the workforce.

Quality education for all: measuring progress in Francophone Africa

Raja Bentaouet Kattan's picture
Also available in: Français
 
Despite notable gains in expanding access, countries in West Africa still face a great challenge in providing a quality education for all. Photo: Ami Vitale / The World Bank


Quality education is one of the most powerful instruments for reducing poverty and inequality; yet it remains elusive in many parts of the world. The Programme for the Analysis of Education Systems (PASEC), which is designed to assess student abilities in mathematics and reading in French, has for the first time delivered an internationally comparable measure around which policy dialogue and international cooperation can aspire to improve. The PASEC 2014 international student assessment was administered in 10 countries in Francophone West Africa (Cameroon, Burundi, Republic of Congo, Côte d’Ivoire, Senegal, Chad, Togo, Benin, Burkina Faso, and Niger).

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