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  • 1
    Online Resource
    Online Resource
    The Impact of the 1999 Education Reform in Poland (2010)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (32 p)
    Edition: 2010 World Bank eLibrary
    Parallel Title: Jakubowski, Maciej The Impact of the 1999 Education Reform in Poland
    Abstract: Increasing the share of vocational secondary schooling has been a mainstay of development policy for decades, perhaps nowhere more so than in formerly socialist countries. The transition, however, led to significant restructuring of school systems, including a declining share of vocational students. Exposing more students to a general curriculum could improve academic abilities. This paper analyzes Poland’s significant improvement in international achievement tests and the restructuring of the education system that expanded general schooling to test the hypothesis that delayed vocational streaming improves outcomes. Using propensity score matching and differences-in-differences estimates, the authors show that delayed vocationalization had a positive and significant impact on student performance on the order of one standard deviation
    DOI: 10.1596/1813-9450-5263
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Evaluation of Educational Loss in Europe and Central Asia (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (21 pages)
    Parallel Title: Erscheint auch als Patrinos, Harry Anthony Evaluation of Educational Loss in Europe and Central Asia
    Keywords: COVID-19 Impact ; Education Indicators and Statistics ; Health, Nutrition and Population ; Learning Inequity ; Learning Loss ; Low Achieving Students ; Mental Health ; Primary Education ; Reading Achievement Loss ; Student Achievement
    Abstract: To what extent has the learning progress of school-aged children slowed during the COVID-19 pandemic? A pre-registered analysis of the first international assessment to be published since the pandemic is conducted to estimate the impact of COVID-19 on student reading. The effect of closures on achievement is modeled by predicting the deviation of the most recent results from a linear trend in reading achievement using data from all rounds using data from 28 countries in Europe and Central Asia. Reading scores declined by an average of 20 percent of a standard deviation, equivalent to just less than a year of schooling. Losses are significantly larger for students in schools that faced relatively longer closures. While there are no significant differences by sex, it is shown that lower-achieving students experienced much larger losses
    DOI: 10.1596/1813-9450-10542
    URL: Deutschlandweit zugänglich
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    Online Resource
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    School Autonomy and Accountability in Thailand : A Systems Approach for Assessing Policy Intent and Implementation (2014)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (44 p)
    Edition: 2014 World Bank eLibrary
    Parallel Title: Arcia, Gustavo School Autonomy and Accountability in Thailand
    Abstract: There is a consensus on the need for Thailand to reform its education system to be able to compete with other high performing countries in the region. In terms of learning outcomes, the most recent evidence from the Programme for International Student Assessment shows little improvement over time. This paper uses the World Bank's Systems Approach for Better Education Results (SABER) approach in Thailand to contrast policy intent and policy implementation in school autonomy and accountability. The policy implementation data were obtained from a survey of school principals of the schools that participated in the Programme for International Student Assessment and merged the data sets. First, the study analyzes the gap between policy intent and policy implementation. Then it examines the effect of the gaps on various schooling outcomes while controlling for covariates. The analysis finds significant differences between the Systems Approach for Better Education Results indicators of policy intent and policy implementation in all areas assessed by the indicators. Schools in Thailand exercise more flexibility in their personnel management in practice than what is intended by policy; student assessments need to address issues of content, reliability, and validity and school accountability needs to improve the interpretation of student assessments to make schools more accountable. There is a positive association between the Programme for International Student Assessment scores and school autonomy and accountability
    DOI: 10.1596/1813-9450-7012
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Learning Recovery after COVID-19 in Europe and Central Asia : Policy and Practice (2021)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Access and Equity in Basic Education ; Access To Education ; Coronavirus ; COVID-19 ; Disease Control and Prevention ; Education ; Educational Institutions and Facilities ; Educational Sciences ; Health, Nutrition and Population
    Abstract: The vision of the Europe and Central Asia (ECA) Education Team is for education systems to empower all people to reach their full potential. In line with this vision, the purpose of this guidance note is to provide decision-makers with some recommendations and policy advice on effective ways to respond to the education losses engendered by the COVID-19 crisis. These recommendations include specific measures for mitigating learning losses and preparing for school reopening. The note also discusses the opportunity to design and implement structural reforms to make education systems more resilient and, in the process, improve students' educational performance. Recommendations are also given for longer-term actions with the potential to transform education by strengthening learning and improving learning equity in the future
    DOI: 10.1596/36316
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    COVID-19, School Closures, and Student Learning Outcomes : New Global Evidence from PISA (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (32 pages)
    Parallel Title: Erscheint auch als Jakubowski, Maciej COVID-19, School Closures, and Student Learning Outcomes: New Global Evidence from PISA
    Keywords: Covid-19 Impact ; Education ; Educational Institutions and Facilities ; Effective Schools and Teachers ; International Student Achievement Tests ; Large-Scale International Learning Assessment ; Learning Loss ; Programme For International Student Assessment (PISA) ; Public Examination System ; School Closure Impact ; Student Achievement
    Abstract: The COVID-19 pandemic resulted in significant disruption in schooling worldwide. This paper uses global test score data to estimate learning losses. It models the effect of school closures on achievement by predicting the deviation of the most recent results from a linear trend using data from all rounds of the Programme for International Student Assessment. Scores declined by an average of 14 percent of a standard deviation, roughly equal to seven months of learning. Losses were greater for students in schools that faced relatively longer closures, boys, immigrants, and disadvantaged students. Educational losses may translate into significant national income losses over time
    DOI: 10.1596/1813-9450-10666
    URL: Deutschlandweit zugänglich
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    Online Resource
    MPI Ethno. Forsch.
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