Happy World Teachers’ Day!
Several days ago, my colleagues and I were thinking of a way to honor and celebrate teachers. We decided to go into schools and ask students themselves about what they loved best about their favorite teachers and put it together in a short video.
Happy World Teachers’ Day!
Many schools lack basic facilities in Pakistan’s rural Sindh province. Students cram half-a-dozen to a bench, or sit on the floor. There’s no electricity or running water. Teachers often don’t show up. Children can’t always afford books, pencils and notebooks. The Government of Sindh has tried to help by revitalizing a program that gives annual grants to school management committees to use to improve education.
Citizen-led assessments (CLAs) emerged in India in 2005 as a way to raise awareness and advocacy around low learning levels, and to act as a force for bottom-up accountability and action that would improve education quality and learning. Thousands of volunteers traveled to rural districts and administered simple reading and math tests to the children in households they visited. The dismal results, published in the 2005 Annual Status of Education Report (ASER), helped stimulate debate and prioritize learning in national policy.
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.
On World Literacy Day, we spoke with our colleague, Senior Education Specialist Shabnam Sinha, on the importance of training teachers to improve learning outcomes.
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.
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.
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.
“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.
From among 2,500 applicants, 20 year-old Fatima was able to secure a seat in an information technology (IT) class at an educational institute in Kabul, Afghanistan. The training of 209 students is delivered with financial support from the World Bank.
Like Fatima, millions of children and youth across the world have been benefitting from World Bank-funded projects. The Bank is the largest external education financier for developing countries. It supports education through an average of $2.8 billion a year in new financing to help these countries achieve their education goals.
To further highlight the World Bank Group’s efforts in boosting education across the world, such as Fatima’s success story, we have launched our first free digital magazine on the popular news aggregation app, Flipboard.