On January 31, 2019, we officially unveiled Teach, World Bank’s new classroom observation tool, as part of the launch of the Global Platform for Successful Teachers event. Since the event, we’ve received many emails and comments online (see here and here) from teachers in Argentina, Colombia, Ecuador, Dominican Republic, India, Peru, and El Salvador; policymakers in Côte d'Ivoire, Colombia, and Ecuador; NGOs in Jordan, Liberia, and Guatemala; and researchers from Brazil, the Philippines, Puerto Rico, Senegal, Peru, and Venezuela. Most of their messages focus on two main questions: 1) How to implement Teach and 2) How Teach can be used to support teachers and improve their teaching practices. This blog aims to address these questions. If you have additional queries, please check out our web page or email us at: [email protected].
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.
This is a guest blog. The views and opinions expressed in this article are those of the authors and do not necessarily reflect the official policy or position of the World Bank.
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.