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East Asia and Pacific

How a time-tested education model can prepare students for a high tech future

Harry A. Patrinos's picture
Students need to develop and practice 21st century skills, such as leadership, teamwork, and cooperative learning. (Photo: World Bank)



I believe that people who are constantly on the lookout for new models of education should also look to the past at something that was started over 40 years ago. In the 1970s, the “New School” model was born in rural Colombia.
 
New School – Escuela Nueva in Spanish – is recognized for its innovative nature and for improving the education of millions of children around the world. Originally designed to provide cost-effective schooling to small rural schools in Colombia, it focused on cooperative learning and leadership, feedback, social interaction – all now hallmarks of so-called 21st century learning.

Why gender parity is a low standard for success in education

Stephanie Psaki's picture
Gender parity in educational attainment may mask other important inequalities. (Photo: Vuong Hai Hoang / World Bank)


In many ways, girls’ education is a success story in global development. Relatively simple changes in national policies – like making primary schooling free and compulsory – have led to dramatic increases in school enrollment around the world. In Uganda, for example, enrollment increased by over 60 percent following the elimination of primary school fees.  

As more young people have enrolled in school, gaps in educational attainment between boys and girls have closed. According to UNESCO, by 2014, “gender parity (meaning an equal amount of men and women) was achieved globally, on average, in primary, lower secondary, and upper secondary education.”

Yet, more than 250 million children are not in school. Many more drop out before completing primary school. And many young people who attend school do not gain basic literacy skills. These challenges remain particularly acute for poor girls.

In a new paper, published in Population and Development Review, we explore recent progress in girls’ education in 43 low- and middle-income countries. To do so, we use Demographic and Health Survey data collected at two time points, the first between 1997 and 2007 (time 1), and the second between 2008 and 2016 (time 2).

Disability and the right to education for all

Amer Hasan's picture
(Photo: Steve Harris / World Bank)


December 3 is the International Day of Persons with Disabilities. Every year, on this day, the international community comes together to take stock of the progress that has been made to advance the rights of people with disabilities around the world.

At the World Bank, we commemorate the signing of the United Nations Convention of the Rights of Persons with Disabilities and underscore our commitment to Sustainable Development Goal 4 (SDG4), to “ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities” by 2030. Yet, despite these international commitments, globally, too many students with disabilities still face significant barriers when it comes to attending school.  

The implications of automation for education

Harry A. Patrinos's picture
Also available in: Français | Español | 한국어
Will workers have the skills to operate new technology? Education can help. (Photo: Sarah Farhat / World Bank)​


Automation is heralding a renewed race between education and technology. However, the ability of workers to compete with automation is handicapped by the poor performance of education systems in most developing countries. This will prevent many from benefiting from the high returns to schooling.

Schooling quality is low
 
The quality of schooling is not keeping pace, essentially serving a break on the potential of “human capital” (the skills, knowledge, and innovation that people accumulate).  As countries continue to struggle to equip students with basic cognitive skills-  the core skills the brain uses to think, read, learn, remember, and reason- new demands are being placed.

Early childhood education in Mongolia – who is still excluded?

Rabia Ali's picture
Mongolian 
 
Mother and son in front of their family ger. (Photo: Khasar Sandag / World Bank)


International Children’s Day is celebrated in Mongolia as an official holiday. I could see that it provided an opportunity to reflect on the country’s commitment to create opportunities for its children to thrive and realize their full potential in school and adult life. Nowhere is this commitment more evident than in the education sector. With near-universal access to basic education achieved, legislation and government policy now calls for the expansion of early childhood education (ECE) services to cover every child in the country.

Aptitudes no cognitivas: qué son y por qué deberían importarnos

Raja Bentaouet Kattan's picture
Also available in: English
 Trinn Suwannapha / World Bank)
Tendencias como la automatización, que provocan cambios fundamentales en el mercado laboral, hacen que las investigaciones analicen cada vez más el valor de las aptitudes no cognitivas o las habilidades socioemocionales. (Foto: Trinn Suwannapha/Banco Mundial)
En las últimas décadas, la mano de obra barata y poco calificada ha proporcionado a muchos países, incluida gran parte de Asia oriental, una ventaja competitiva. Sin embargo, la cada vez mayor automatización que afecta a las economías hace que la mano de obra barata y los bajos niveles de capacitación ya no garanticen el crecimiento económico ni el empleo. 

Non-cognitive skills: What are they and why should we care?

Raja Bentaouet Kattan's picture
Also available in: Español
 Trinn Suwannapha / World Bank)
With trends such as automation causing fundamental shifts in the labor market, research is increasingly looking at the value of non-cognitive skills or socioemotional skills. (Photo: Trinn Suwannapha / World Bank)


Over the past few decades, cheap and low-skilled labor has provided many countries — including much of East Asia — with a competitive advantage.  However, with economies increasingly turning to automation, cheap labor and low skills will no longer guarantee economic growth or even jobs. 

Five innovative education trends from Korea

Harry A. Patrinos's picture
Students in Korea (Photo: World Bank)

Education is one of the most powerful instruments for reducing poverty and inequality. It also lays the basis for sustained growth.  Better schooling investments raise national income growth rates.  In nearly all countries, though to varying degrees, educational progress has lagged for groups that are disadvantaged due to low income, gender, disability or ethnic and/or linguistic affiliation.  However, there is an on-going education revolution occurring. 

The latest PISA results: Seven key takeaways

Marguerite Clarke's picture
International assessments aren’t perfect but they offer useful insights into how countries can help all students learn to high levels. (Photo: Dominic Chavez / World Bank)


Results for the Organization for Economic Cooperation and Development’s (OECD) 2015 Program for International Student Assessment (PISA) exercise were released on December 6. The results are instructive, not only because of what they tell us about the science, mathematics, and reading knowledge and skills of 15-year-olds around the world, but also in terms of how they compare to the 2015 Trends in International Mathematics and Science Study (TIMSS) results, which were released a week ago (click here to read my blog on key takeaways from the TIMSS results).

Nine takeaways from the 2015 Trends in International Math and Science Study Results

Marguerite Clarke's picture
The highest performing countries are paying extra attention to the quality of their teachers. (Photo: Dominic Chavez / World Bank)

The International Association for the Evaluation of Educational Achievement (IEA) released the results of its latest Trends in International Mathematics and Science Study (TIMSS) yesterday, November 29. TIMSS 2015 assessed more than 600,000 students in grades four, eight, and the final year of secondary school across 60 education systems.

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