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Beyond Basic Education: The Economic Case for Expanding Schooling in Vietnam

Harry A. Patrinos's picture



When the World Bank published its Human Capital Index in October 2018, Vietnam ranked 48th out of 157 countries. In education, Vietnam ranked 27th in terms of harmonized learning outcomes, higher even than the regional average. This is quite an achievement for a country of its income and level of development. In fact, our calculations showed that Vietnam’s standings improved in recent years and that educational attainment and achievement remain high. In Vietnam, as in other countries, investing in education remains a profitable activity for families and society.

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.

Medir el aprendizaje para no estar volando a ciegas

Jaime Saavedra's picture
Also available in: English
Foto: Sarah Farhat/ World Bank

Tan solo tres semanas después de que me nombraran ministro de Educación de Perú, mi equipo y yo recibimos los resultados de la ronda de 2012 del Programa Para la Evaluación Internacional de Alumnos (PISA). Perú ocupaba el último lugar. No era el anteúltimo, no estaba en el 10 % más bajo. Era el último.

La educación, que nunca aparecía en los titulares de los diarios del país, figuraba ahora en la primera plana. Para algunos medios, el hecho de sólo países ricos y algunos países de ingresos medios participaban en las pruebas PISA no era importante; eso era solo una nota al pie. En los periódicos, los alumnos peruanos tenían los peores niveles de aprendizaje del mundo.

Measuring learning to avoid “flying blind”

Jaime Saavedra's picture
Also available in: Español
Measuring learning outcomes allows countries to plan better, as it shows the magnitude and characteristics of their learning challenges. Photo: Sarah Farhat/ World Bank

Just three weeks after becoming Minister of Education in Peru, my team and I received the results from the 2012 round of PISA. Peru was ranked last. Not next to last, not bottom 10%.  It was last.

Education, which never made headlines in the country, was on the front pages. For some people in the media, the fact that PISA was only administered to a subset of rich and middle-income countries around the world was not important, that was just a footnote. For them, Peruvian students were the worst in the world.

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