We just got back from Nepal to see how results-based financing has, or hasn’t, changed the way their education system functions. Over lunch, we asked our counterparts at the Ministry of Education: “What’s been different since the introduction of results-based financing?” Their response: “Oh, we just pay more attention to the indicators.” While this may sound peripheral, it speaks to the power of RBF.
Recent studies in neuroscience and economics show that early childhood experiences have a profound impact on brain development and thus on outcomes throughout life. A growing number of impact evaluations from low- and middle-income countries underscore the importance of preschool for children’s development (to highlight a few: Cambodia, Mozambique, and Indonesia).
Ed: This guest post is by Alan Ruby, senior scholar at the University of Pennsylvania’s Alliance for Higher Education and Democracy who also serves as a consultant to the World Bank, an adviser to the Nazarbayev University in Kazakhstan, the Head Foundation in Singapore, and the American Institutes of Research.
Nearly 50 years ago, 40 classmates and I spent the last two weeks of November taking our higher school certificate examinations. In a cavernous, hot, and poorly ventilated hall, we sat in widely-spaced rows, writing essays, solving mathematics and science problems, and answering multiple-choice questions.
This Children’s Day, I am thinking back to an event on the link between quality education and inclusive growth that we had last month in Lima, Peru. The event was memorable not only because of Eric Hanushek’s excellent presentation and the lively panel discussion that followed, but also because there were many students from Lima in the audience.
A month later, I still remember the young faces and how intently they were paying attention to everything that was being said about their futures. At the time, I thought, this is how it should be. There should always be children and youth involved and engaged when the discussion is about them.
While Brazil faces a difficult fiscal and economic situation right now, I would like to view national progress on employment and incomes from a long-term perspective, which is valuable when addressing Education and Human Development issues in a broader sense.
Today, I had the pleasure of participating in a keynote discussion at the Education World Forum in London--a large annual gathering of education decisionmakers from around the world. We focused this morning on how to use and translate data generated by education systems into better policies and effective results.
My fellow panelists which included Baroness Lindsay Northover, Parliamentary Undersecretary of State at the UK’s Department for International Development, and Professor Eric Hanushek from Stanford University, made excellent points about the link between education outcomes and economic growth. They also spoke about the ways to reach the 58 million children from marginalized communities who remain out of school.
I chose to focus on investments in the youngest children, from birth to age 5, before they even enter primary school.
The following piece is cross-posted at USAID's IMPACTblog, where World Bank Education Director Elizabeth King is a special guest blogger for International Women's Day.
This week we celebrate International Women’s Day and it’s as good a time as any to remind ourselves of the remarkable accomplishments toward achieving gender equality—and of the challenges that remain to ensuring that the 3.4 billion girls and women on our planet have the same chances as boys and men to lead healthy and satisfying lives.
This year’s International Women’s Day theme, “equal access to education, training, and science and technology,” is a powerful affirmation of the many benefits of educating girls, which come from improving women’s well-being, such as through better maternal health and greater economic empowerment.
By Emily Gardner, READ Trust Fund
It's been a busy year and a half for the Russia Education Aid for Development (READ) trust fund, since it launched in 2009 to further critical work on quality learning assessments. The program is gearing up for another productive year, working to move the pendulum forward on the global imperative to measure progress in learning. Evidence on learning matters and assessment is central to improving education effectiveness.