In conjunction with the Ibero-American Summit this month, Pamela Cox, Vice President for Latin American and Caribbean, emphasizes the urgent need to focus on education quality in a recent op-ed that appeared in major news outlets across the region:
If education were simply a matter of attending classes, Latin America and the Caribbean would have already done its homework. Most regional countries have made enormous progress towards achieving universal access to basic education. There is also clear progress at the secondary and tertiary levels.
But more than access, the key goal of education is learning. Making sure that children and youngsters perform according to the requirements of the day is a necessary condition for the advancement of society. In that respect, the region still has some unfinished business.
We just wrapped up a research dissemination workshop for an upcoming study on Indigenous Peoples, Poverty and Development. About 50 people attended the event in person and several more viewed the event via webcast. All the proceedings are available to view on the event site.
The timing of this event couldn’t be better. Just last week U.S. President Barack Obama endorsed the United Nations Declaration on the Rights of Indigenous People. The declaration recognizes the rights of indigenous groups in such areas as culture, property and self-determination.
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.
So much has been written recently about the individual, economic and social benefits of investing in early childhood development (ECD), that it is becoming a challenge to summarize these studies. However, ECD is an area that I’m increasingly involved in with my work at The World Bank. Among others, Nobel Laureate Economist, James Heckman and his colleagues have provided very convincing evidence of the benefits of early childhood interventions, including preschool education, on later individual and social outcomes (my colleague and fellow blogger, Jishnu Das looked at Heckman's work in his last blog post "Are Non-Cognitive Gains in Education More Important than Test-Scores?"). These benefits are substantial and varied, ranging from improved education outcomes for the individual, access to better jobs, higher wages, and even lower risks of engaging in criminal activities – which, of course benefits society as a whole. Moreover, investing early is a better investment than waiting until the child is older, because the costs of achieving comparable benefits through interventions later in life – remedial education in basic education, programs to target at-risk youth, and the like – are so much more costly and also less likely to have an impact.
The Programme for International Student Assessment (PISA) 2009 survey results were released today by the Organisation for Economic Co-operation and Development (OECD). PISA tests 15 year olds in reading, math and science.
Pisa 2009 results focus on reading, as they did in 2000 when the tests were first applied. In reading, as the OECD reports, Korea and Finland are the highest performing OECD countries, with mean scores of 539 and 536 points. However, as noted in today's New York Times, Shanghai-China outperforms them by a significant margin, with a mean score of 556. Top-performing economies in reading include Hong Kong-China (533), Singapore (526), Canada (524), New Zealand (521), Japan (520), Australia (515) and the Netherlands (508).
At the US release of the PISA results in Washington DC, which I was fortunate to attend today, Department of Education Secretary Arne Duncan and OECD Secretary General Angel Gurría, discussed the importance of the results in terms of competitiveness and growth.
Co-authored by Jennifer Pye, Tertiary Education Team
Globally the disabled population continues to be the most disadvantaged and marginalized group within society with limited access to educational opportunities. According to UNESCO’s Global Education for All Monitoring Report 2010, “disability is one of the least visible but most potent factors in educational marginalization.”
Today, the U.N.'s International Day of Persons with Disabilities, provides us with an opportunity to share preliminary findings from our on-going work on equity of access and success in tertiary education for people with disabilities.
The Seoul G20 summit in November ended with some homework for the World Bank. We were asked to work with the ILO, OECD and UNESCO to develop internationally comparable indicators of skills that can help countries in their efforts to better match education and job training to market needs. The G20 was right to make this a priority.
In this post-financial crisis period, jobs play an important role in recovery. Making sure that people have the right skills to get these jobs is the other side. Developing countries, especially, know that skills development is necessary if they are going to attract investment that will create decent jobs and raise productivity.
Co-authored by Lesley Drake, Director of the Partnership for Child Development
As leaves crackled and autumn closed in on Washington DC at this time last year, the Brookings Institution played host for a special event focused on global hunger. At that time, World Bank President, Robert B. Zoellick, joined Executive Director of the U.N. World Food Programme, Josette Sheeran, for a pre-Thanksgiving discussion on the fight against food insecurity that continues to wage on for millions around the globe.
Many of those hungry are the most vulnerable—particularly children.
Last week I attended the fall meeting of the board members of the Education for All – Fast Track Initiative (EFA-FTI), hosted by the government of Spain. Present were senior representatives of bilateral aid agencies, UN agencies, civil society organizations, and high-level government officials from Burkina Faso, Mongolia, and Rwanda. In the wake of the recent Millennium Development Goals (MDG) Summit in New York City, the discussions among the members about the future direction of the EFA- FTI partnership—which coalesces critical financial and technical support around country-owned education plans—illustrated that in these times the need for sustained support to education remains greater than ever. Commitment to the principles of education for all is needed from all stakeholders.