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Education

Digital School Census in 10 Weeks? How it was done in Sierra Leone

Kabira Namit's picture
Also available in: Français
Data being collected from students in Port Loko, Sierra Leone. (Photo: Kabira Namit/World Bank)
Les données concernent entre autres les élèves de Port Loko, Sierra Leone. (Photo: Kabira Namit/Banque mondiale)

Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. 

In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.

Teach: Enfrentar a crise da aprendizagem, uma sala de aula de cada vez

Ezequiel Molina's picture
Also available in: French | English | Español | Arabic



Apesar do enorme progresso feito para que mais crianças estejam em sala de aula, estamos no meio de uma crise global de aprendizagem, onde um grande número de crianças conclui o ensino primário sem sequer possuir competencias básicas de literacia e numeraciaO que explica este fenómeno?  Para responder a esta pergunta, considere os seguintes exemplos de salas de aula onde as chances de levar os alunos ao sucesso são improváveis.

Teach: Abordando la crisis de aprendizaje, aula por aula

Ezequiel Molina's picture
Also available in: French | English | Portuguese | Arabic



A pesar del enorme progreso realizado en lograr que haya más niños en el aula, nos encontramos en medio de una crisis global de aprendizaje, donde un gran número de niños finalizan la educación primaria sin siquiera poseer las habilidades básicas de lectura, escritura y aritmética. ¿Qué explica este fenómeno?  Para responder esta pregunta, considere los siguientes ejemplos de aulas donde las posibilidades de éxito de los estudiantes son muy bajas.

Teach: Tackling the learning crisis, one classroom at a time

Ezequiel Molina's picture
Also available in: French | Español | Portuguese | Arabic
 



Despite tremendous progress in getting children into the classroom, we are experiencing a global learning crisis, where a large share of children complete primary school lacking even basic reading, writing, and arithmetic skillsWhat explains this phenomenon? To answer this question, consider the following examples of classrooms that are unlikely to put students on a path to success. 

Paraguay: Compartiendo los resultados de la primera evaluación censal de logros académicos para ayudar a las escuelas a mejorar

Diana Galeano Servian's picture
Also available in: English
En 2015, el Ministerio de Educación y Ciencias de Paraguay implementó por primera vez una evaluación censal a través del Sistema Nacional de Evaluación del Proceso Educativo.

Una de nosotras – Diana – creció en Paraguay, pero nunca tuvo la oportunidad de tomar pruebas estandarizadas de ningún tipo durante su vida escolar en el país, ni tampoco conoce a ningún compatriota de su generación que las haya tomado. A raíz de las mudanzas frecuentes de su familia, ella tuvo que estudiar en diferentes escuelas y pudo observar de cerca las desigualdades existentes en la calidad educativa. Mientras que algunas escuelas a las que asistió no alcanzaban las metas de aprendizaje del currículo nacional, otras enseñaban mejor a los estudiantes. La calidad de la enseñanza y la gestión escolar determinan qué aprenden los estudiantes; desafortunadamente, la diferencia en la calidad educativa no es evidente para los estudiantes, familias, docentes, directores o supervisores escolares porque es difícil comparar el rendimiento académico entre estudiantes y escuelas de forma consistente.

Paraguay: Sharing student assessment results to help schools improve

Diana Galeano Servian's picture
Also available in: Español
In 2015, the Ministry of Education and Sciences in Paraguay implemented a census-based standardized student assessment through the National Student Achievement Assessment System.

One of us – Diana – grew up in Paraguay and never encountered a standardized test in all the years that she went to school. Nor does she know any fellow Paraguayans of her generation who have taken one. Her parents relocated often, so she attended many different schools and, consequently, she experienced a wide range in the quality of schools and teachers. While many of the schools repeatedly failed to achieve the ambitious goals of the national curriculum, some were able to better nurture students. The quality of teaching and the way in which schools are run determine what students learn. Unfortunately, the marked quality differences are generally not evident to students, families, or even teachers, school directors or supervisors because it is difficult to compare learning outcomes in a consistent manner.

The Early Grade Bottlenecks and Low Completion Rates in Africa

Sajitha Bashir's picture
Also available in: Français



Countries in Africa are facing a conundrum according to a recent World Bank flagship report, “Facing Forward: Schooling for Learning in Africa.” Over the past 10 to 25 years, many have made tremendous progress in getting children into classrooms. Yet, while total enrollment has increased, in many of these same countries primary school completion rates have not.

Teachers and trust: cornerstones of the Finnish education system

Jaime Saavedra's picture
Also available in: Français | Español



Public school teachers in Brazil, Indonesia or Peru have stable jobs, enjoy high level of legal protection, and are part of teacher unions that shield them politically. Public school teachers in Finland also have stable jobs and are rarely fired. They are represented by a powerful teacher union, which is very influential among other stakeholders in policy discussions. Why do student learning outcomes among these countries vary dramatically?

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