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August 2015

Can providing information on school performance lead to improvement?

Harry A. Patrinos's picture

Also available in: Español | العربية

In high-income countries, learning outcomes have improved as a result of an intervention that increases transparency and accountability through the use of test scores.  In a previous blog, I mentioned examples of ‘high-stakes testing’ accountability systems, such as No Child Left Behind.  A high-stakes test has important consequences for the test taker, school, or school authorities. It carried important benefits if the test is passed, such as a diploma, extra resources to the school, or a positive citation. Some of these interventions also follow the “naming and shaming” of school leaders, which is done in England.

There is also evidence that suggests that even just providing information on test scores will lead to improvement.  This is the case in school choice systems such as in the Netherlands.

How universities can respond to the new demands of the labor market and society

Claudia Costin's picture


Every moment- but most especially today- we should celebrate young people and the great potential they have. Happy International Youth Day!

I’ve been fortunate to meet and talk to several bright young people in my work. Last May, on the sidelines of the Bologna Ministerial Conference in Armenia, I had a chance to visit the (World Bank-supported) Simulation Center at the Yerevan State Medical University. My colleagues from Armenia and I observed how mannequins connected to a computer simulated medical situations where students would work on a dummy and it would ‘respond’ to them by closely mimicking the reactions of real-life patients. The university rector, Professor Narimanyan, explained that this innovative method allows students to upgrade their practical skills and reduce the number of mistakes they could potentially make in their medical careers.

Technology in Nepal’s classrooms: Using impact evaluation as a learning device

Quentin Wodon's picture


Impact evaluations are key to how we think about development. Pilot programs suggesting statistically significant impacts are hailed as breakthroughs and as candidates for scaling up. Programs without such clear impact tend to be looked down upon and may be terminated. This may not be warranted.  A primary function of impact evaluations should be to improve existing programs, especially in fields where evidence of positive impacts remains scarce. The experience of OLE Nepal, which is part of the OLE network and aims to improve learning and teaching through technology, is instructive in this regard.

Yunus to youth: Create your own future

Robert Hawkins's picture


“What are you waiting for?  Get out there and create your future”.  This conveys the spirit of Mohammed Yunus’ lecture last week at the World Bank. His messages on social business and entrepreneurship raised a number of questions as to how we think about education, skills, employment and the future prospects of youth in the world.