Education and training play an important role in ensuring that youth develop the skills they need to live independent and prosperous lives. The research is clear: youth are more affected by unemployment than any other age group. Around the globe we have seen the political, economic and social consequences of young people not having jobs. Governments and international development organizations have turned to education and training initiatives as one tool to enable youth to find jobs or launch their own businesses.
For Tanzania, a predominantly rural economy striving to achieve middle-income status by 2025, a major challenge is to create employment for 800,000 youth entering the labor market each year.
The world is still recovering from the financial and food crises of 2008. A key response, especially in developing countries, was to scale up school feeding programs.
The importance of literacy for economic growth and development is already well established in economic research. Literacy enables people to access information and improve their productivity. I believe that literacy is crucial to the diffusion of new technologies, especially among the poor. It produces high economic returns, so much so that early literacy is viewed as a threshold for economic development.
A UNESCO report estimates that one in ten girls in Sub-Saharan Africa misses school during their menstrual cycle. By some estimates, this equals as much as twenty percent of a given school year.
Many girls drop out of school altogether once they begin menstruating. Should young women miss twenty percent of school days in a given year due to a lack of facilities or a lack of information or a lack of sanitary products?
The United Nations’ Sustainable Development Goal (SDG) for education calls for learning for all. This includes ensuring that, by 2030, all students achieve relevant learning outcomes by the end of their primary and lower-secondary schooling. An important way to measure the attainment of this target will be to look at the percentage of children in each country achieving- at the very least- “minimum proficiency” on standardized math and reading tests.
In Haiti, about 90% of primary school-aged children are enrolled in school. While still falling short of universal enrollment, this is a big improvement over just two decades ago. But enrollment is just the first step in building human capital – many children will repeat a grade, and about half will drop out before completing primary school, leaving the school system without having mastered even basic language and math skills. Why does participation in school produce so little?
María is a single mother with two young children who spend about five hours a day in school. Since she has a full time job, it’s a challenge for her to care for them and not lose her only source of income. This may be a hypothetical situation but it’s replicated, every day, in many countries in Latin America that have a reduced school day.
In Latin America, several countries – Chile, Colombia, Uruguay, and Brazil – have introduced programs to lengthen the school day. The goal: to improve student learning, reduce student dropouts, and to ultimately shrink income inequality.
At the Global Conference on Equity and Excellence in Basic Education, in Shanghai, China, May 17-19, 2016, the World Bank will be discussing Shanghai’s eminence in ranking highly in international achievement tests. The conference will also cover how good policy can help improve education quality in other countries. See slideshow, press release, key findings .
“Give a man a fish and he will eat for a day. Teach a man to fish and he will eat for a lifetime.”- Laozi (老子), ancient Chinese philosopher and writer, known as the reputed author of the Tao Te Ching. He is the founder of philosophical Taoism and is worshipped as a deity in Taoism and traditional Chinese religions.
There are more children in school today than ever before. For example, in 1950 the average level of schooling in Africa was less than two years. It is more than five years today. In East Asia and the Pacific, the schooling of the population went from two to seven years between 1950 and 2010. This is a more than a 200 percent increase! Globally, average years of schooling are now projected to rise to 10 years by 2050. This is larger than a five-fold increase within a century and a half.
Malaka runs a tight ship. The principal of an all-girls primary school nestled deep in the heartland of Balkh – a mountainous province in Afghanistan – what sets Malaka apart isn’t her formidable management skills. It is the unwavering commitment to her students.