Outreach Support Service Zayed Higher Organisation Bfe Mena 2011
Learning For All The World Bank Bfe Mena 2011
1. World Bank Education Strategy 2020
Learning for All
Investing in People’s Knowledge and Skills to Promote
Development
Education Sector Board
The World Bank November 2010
1
3. Enrolment does not always mean
learning Number of
100
grade 8
students as a
percent of 14
year-olds
Number of
grade 8
students with
some
knowledge of
whole
0
numbers and
decimals, ope
rations, and
basic graphs
as a percent of
14 year-olds
Source: TIMSS 2007 and UIS / EdStats in Macdonald
2011
4. Learning falls short on even the most basic
skills
Example of Math Question, Grade 4 and 5
A piece of rope 204 cm long is cut into 4 equal pieces.
Which of these gives the length of each piece in
centimeters?
(A) 204+4 (B) 204*4 (C) 204-4 (D) 204/4
100
90
80 Low Income
Percentage Correct
or Low Middle
70
Income
60
50
40
30
20
10
0
Italy
Armenia
Benin
Japan
Pakistan, Punjab
England
Lithuania
Singapore
Ontario (Canada)
New Zealand
Cyprus
Iran, Islamic Rep. of
Belgium (Flemish)
Russian Federation
Chinese Taipei
Hungary
Yemen
Morocco
Norway
Tunisia
Scotland
Latvia
Australia
Moldova, Rep. of
Netherlands
Hong Kong, SAR, China
United States
Slovenia
Philippines
Quebec (Canada)
Source: IEA 2008 and Barrera –Osorio & Raju, 2011
9. Early interventions have high
returns
8
6
Return Pre -school Programs
per $
invested School
4
2
Job Training
Pre -
school School Post -school
0 6 Age 18
Source: Carneiro and Heckman (2003)
11. What is an Education System?
Economy Central
(Local, national, and Local
global labor markets) Governments
Communities, Public
households and Private
and students Relationships of Accountability Schools
Note: Adapted from World Bank 2003.
12. What does it mean to improve an
education system?
• To align
governance, management, financing rules
and incentive mechanisms in order to
produce learning for all
• To reform the relationships of
accountability among actors so they are
clear, consistent with functions, measured
and monitored
• To establish a clear feedback cycle
between financing and results
13. Using knowledge tools to illuminate the system and
get inside the black box
System Education
assessment management
and and information
benchmarking system
1. Quality policy-framework
2. Effective implementation
and Financing
Quality Inputs
arrangements Outcomes
3. Successful specific
interventions
4. Quality Delivery
mechanisms
Impact Measurements
evaluations and of learning and
research skills
evidences
14. Invest for All
Multiple Sources of
Disadvantage
clockwise: Disabled student in Slovakia; Students in a health class in Sri Lanka; Primary school girls in Mali; Secondary school students in Turkey. Photos: World Bank
15. The poor are less likely to start school…
% of youth ages 15-19
1
Egyp
0.8
t, 20
08 0.6
0.4
0.2
0
1 2 3 4 5 6 7 8 9
Highest grade
Poorest quintile Quintile 2 completedQuintile 3
Quintile 4 Richest quintile
Source: Demographic & Health Household Survey
16. The poorest students lag the most in
learning
TIMSS 2007, Grade 8 Mathematics test scores
650
600
550
500
450
400
350
300
250
Botswana
Turkey
Romania
Lebanon
Thailand
Ghana
Morocco
Georgia
Ukraine
Bulgaria
Iran
Serbia
Jordan
Mongolia
Lithuania
Indonesia
Tunisia
Colombia
El Salvador
Bosnia And Herz.
United States
Korea, Rep. Of
Egypt
Syrian Arab Rep.
Russian Fed.
Algeria
Malaysia
Armenia
Richest quintile of students Poorest quintile of students Average score
Source: Filmer, based on analysis of TIMSS 2007 database
17. Invest early, invest smartly, and invest in learning for
all
Invest in Listen to
quality & the market
Invest early equitably
24
18. From Strategy to Action
• Technical and financial support
– focus on learning, results-oriented financing, multisectoral
approach
– $60 B and $5 B in 2010;
• Building a high-quality knowledge base
– System Assessment and benchmarking Tools (SABER)
– Impact evaluation and analytical tools
• Strategic partnerships
21. World Bank Education Strategy 2020
Learning for All
Investing in People’s Knowledge and Skills to Promote
Development
Thank
you!
Education Sector Board
The World Bank November 2010
29
Editor's Notes
Comment savoir sic’est important?
All participants in the system are connected by relationships of accountability (which are triggered by information and autonomy)An education system is a network of power & accountability relationships for delivering learning results
The World Bank will support reforms to strengthen education systems What does it mean to strengthen an education system? To align governance, management and financing rules and incentive mechanisms in order to produce learning for all. To reform the relationships of accountability among actors or participants so they are clear, consistent with functions, measured and monitored. To establish a clear feedback cycle between aid financing and results. Operationally, financial and technical aid from the Bank will be increasingly based on reforms that will help improve learning outcomes and overcome barriers to education for disadvantaged groups.
And Leaveschoolmuchearlier
Step 1: Developing the technical, cognitive and behavioral skills conducive to high productivity and flexibility in the work environment—by starting right through early child development (ECD), emphasizing nutrition, stimulation, and basic cognitive skills. Step 2: Ensuring that all students learn —by building stronger systems with clear learning standards, good teachers, adequate resources, and a proper regulatory environment. Lessons from research and ground experience indicate that successful systems must address key decisions involving how much autonomy to allow and to whom, accountability from whom and for what, and how to assess performance and results.Step 3: Training to build additional job-specific skills that employers demand —by developing the right incentive framework for both pre-employment and on-the-job training programs and institutions (including higher education). Returns to the right kind of training can range from 8% to 17% in Asian and African countries. There is accumulating experience showing how public and private efforts can be combined to achieve more relevant and responsive training systems. Step 4: Encouraging entrepreneurship and creativity —by creating an environment that encourages investments in knowledge and innovation. Emerging evidence shows that addressing the need for creativity, leadership, time management and communication skills requires innovation-specific skills (which can be built early in life), connecting people with ideas (e.g., through collaboration between universities and private companies) and risk management tools, including safety nets.Step 5: Matching the supply of skills with the demand —by moving toward more flexible, efficient, and secure labor markets. None of the first four steps matter if people cannot find jobs that match their skills. There is considerable evidence that avoiding rigid job protection regulations while strengthening income protection systems, complemented by efforts to provide information and intermediation services to workers and firms, provides the final complementary step in the process to transform skills into actual employment and productivity.
