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  • MPI Ethno. Forsch.  (27)
  • München UB
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  • English  (27)
  • [Washington, DC, USA] : World Bank Group, Education Global Practice  (27)
  • Graue Literatur  (27)
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  • MPI Ethno. Forsch.  (27)
  • München UB
  • HBZ
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  • English  (27)
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  • 1
    Online Resource
    Online Resource
    Incentives for mayors to improve learning : evidence from state reforms in Ceará, Brazil (2021)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 54 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9509
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Print Version: Lautharte, Ildo Incentives for Mayors to Improve Learning: Evidence from State Reforms in Ceara, Brazil
    Keywords: Education Incentives for Mayors ; Results-Based Financing ; Technical Assistance ; Graue Literatur
    Abstract: Financial incentives for students, teachers, and schools are often used to promote learning. Yet, little is known about whether similar incentives for mayors produce analogous findings. This paper investigates this question by exploring a results-based financing reform in Ceara, Brazil, which redistributes state resources to municipalities based on education performance. Comparing schools on both sides of Ceara's border over key implementation periods, the paper shows that ninthgrade students who were exposed to the results-based financing performed 0.15 standard deviation higher on mathematics and language tests. These impacts increase twofold when Ceara offers technical assistance to municipalities (pedagogical and managerial) and become significant for fifth graders. These gains are seen among students in the top performance quantiles, but reformulating the results-based financing rule to penalize municipalities with more low performers significantly reduces learning gaps. The paper discuss several mechanisms: the selection of school principals, teacher training, the provision and quality of textbooks, curriculum coverage, and school homework
    DOI: 10.1596/1813-9450-9509
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  • 2
    Online Resource
    Online Resource
    Impact of financial incentives and the role of information and communication in last-mile delivery of textbooks in Zambia (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 34 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9305
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Hong, Seo Yeon Impact of Financial Incentives and the Role of Information and Communication in Last-Mile Delivery of Textbooks in Zambia
    Keywords: Graue Literatur
    Abstract: This study investigates the impact of financial incentives and role of information and communication in textbook availability (especially those in local languages) in Zambia. It uses the difference-in-difference estimation method to identify the causal links among the factors. The data used for the study were collected in 2017 and 2019 for baseline and end-line information. The study shows that providing financial incentives to schools increases the likelihood of a school receiving textbooks by 0.126. This improvement is mainly driven by raising the likelihood of a school collecting the books from zone-center schools and District Education Board Secretaries offices, by 0.356 and 0.158, respectively. Providing financial incentives to District Education Board Secretaries does not have any impact on the likelihood of a school receiving textbooks. This is partly because the current textbook delivery practice in districts and communities relies heavily on the action of schools and less on District Education Board Secretaries. Thus, providing incentives directly to schools seems to intensify the current last-mile textbook distribution practice and has better results. In addition, providing information to schools on the availability of textbooks at District Education Board Secretaries offices improves the outcomes significantly with minimum cost
    DOI: 10.1596/1813-9450-9305
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  • 3
    Online Resource
    Online Resource
    Transforming teacher education in the West Bank and Gaza : policy implications for developing countries (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 43 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9328
    Series Statement: Policy research working paper
    Keywords: Graue Literatur
    DOI: 10.1596/1813-9450-9328
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  • 4
    Online Resource
    Online Resource
    Returns to education in the Russian Federation : some new estimates (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 46 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9387
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Melianova, Ekaterina Returns to Education in the Russian Federation: Some new Estimates
    Keywords: Graue Literatur
    Abstract: This paper presents new estimates of the returns to education in the Russian Federation using data from 1994 to 2018. Although the returns to schooling increased for a time, they are now much lower than the global average. Private returns to education are three times greater for higher education compared with vocational education, and the returns to education for females are higher than for males. Returns for females show an inverse U-shaped curve over the past two decades. Female education is a policy priority and there is a need to investigate the labor market relevance of vocational education. Higher education may have reached an expansion limit, and it may be necessary to investigate options for increasing the productivity of schooling
    DOI: 10.1596/1813-9450-9387
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  • 5
    Online Resource
    Online Resource
    Returns to education in Azerbaijan : some new estimates (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 30 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9117
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Vicente Garcia Moreno Returns to Education in Azerbaijan: Some New Estimates
    Keywords: Graue Literatur
    Abstract: This paper estimates private and social returns to investment in education in Azerbaijan, using the 2015 Azerbaijan Monitoring Survey for Social Welfare. The private rate of return to education is 6 percent; this is the first estimate of returns to schooling in Azerbaijan since 1995. The returns to schooling are 6 percent for men and 8 percent for women, even controlling for selection. In addition, the paper estimates the returns for higher education; for this level, the rate of return is 9 percent. Finally, using the full discount method, the private rate of return to tertiary education is 9 percent, and the social rate of return is 8 percent. One policy implication is to re-examine the funding of higher education and for its expansion
    DOI: 10.1596/1813-9450-9117
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  • 6
    Online Resource
    Online Resource
    The learning challenge in the 21st century (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 15 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9214
    Series Statement: Policy research working paper
    Keywords: Graue Literatur
    DOI: 10.1596/1813-9450-9214
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  • 7
    Online Resource
    Online Resource
    Community engagement in schools : evidence from a field experiment in Pakistan (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 75 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9280
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Asim, Salman Community Engagement in Schools: Evidence from a Field Experiment in Pakistan
    Keywords: Graue Literatur
    Abstract: This paper presents the results of a field experiment in rural Sindh, Pakistan, where half of the school-age children (ages 6-10 years) are out of school. The study tests simple and low-intensity approaches to strengthen engagement of communities with schools: face-to-face dialogue at externally facilitated community meetings, and ongoing, anonymous dialogue via text messages. The interventions increased communities' interest in education as measured through an improvement in the number of functioning schools and, in the case of the text message treatment, substantial gains in retention of students in grades 2, 3, and 4. On the supply side, the schools significantly increased staffing and the share of one-teacher schools was reduced; however, teacher absenteeism increased, and there was no substantial impact on basic school infrastructure. Elections and capacity building for school committees were implemented in a cross-over experimental design. The intervention undermined the participation of communities in meetings and reduced impacts on all indicators except new admissions and availability of toilets in schools. No evidence is found of impact on measured test scores for any intervention
    DOI: 10.1596/1813-9450-9280
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  • 8
    Online Resource
    Online Resource
    Inclusion in Indonesia's education sector : a subnational review of gender gaps and children with disabilities (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 33 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9282
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Afkar, Rythia Inclusion in Indonesia's Education Sector: A Subnational Review of Gender Gaps and Children with Disabilities
    Keywords: Graue Literatur
    Abstract: This study seeks to examine gender gaps and disability issues in education in Indonesia, and to suggest policy actions as well as future analytical and operational work to address these differences. Field visits were conducted to uncover drivers of gender differences, as well as issues of social inclusion, and to explore policy approaches to improve learning outcomes and educational achievement for all children. Secondary data analysis shows that Indonesia has demonstrated great progress on gender parity in education; however, the national averages mask important variations at the subnational level, including variations of significant male and female disadvantage between and within provinces. Women are still underrepresented in school and government leadership positions, as well as the workforce overall. Despite women making up the majority of the teaching workforce, men dominate the management and leadership roles in schools. The study also reveals significant challenges and offers policy recommendations to ensure inclusivity in education for children with disabilities
    DOI: 10.1596/1813-9450-9282
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  • 9
    Online Resource
    Online Resource
    Life expectancy at birth and lifetime education and earnings (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 66 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9418
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Hoque, Mohammad Mainul Life Expectancy at Birth and Lifetime Education and Earnings
    Keywords: Graue Literatur
    Abstract: Exploiting cross-birth cohort and cross-country variation from a pool of 188 household surveys from 111 countries, this paper measures how life expectancy at birth affects lifetime education and earnings. On average, individuals add one year of schooling for every 8.3 years of increased life expectancy at birth. Lifetime earnings increase by 1.7 percent per year of added life expectancy at birth. The estimates imply that rising life expectancy at birth explains 75 percent of the increase in average years of schooling worldwide for birth cohorts between 1922 and 1987 and 38 percent of the increase in average gross domestic product per capita in the 20th century
    DOI: 10.1596/1813-9450-9418
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  • 10
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    Online Resource
    Promoting parental involvement in schools : evidence from two randomized experiments (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 56 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9462
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Barrera-Osorio, Felipe Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments
    Keywords: Graue Literatur
    Abstract: Parental involvement programs aim to increase school-and-parent communication and support children's overall learning environment. This paper examines the effects of low-cost, group-based parental involvement interventions in Mexico using data from two randomized controlled trials. The first experiment provided financial resources to parent associations. The second experiment provided information to parents about how to support their children's learning. Overall, the interventions induced different types of parental engagement in schools. The information intervention changed parenting behavior at home - with large effects among indigenous parents who have historically been discriminated and socially excluded - and improved student behavior in school. The grants did not impact parent or student behaviors. Notably, the paper does not find impacts of either intervention on educational achievement. To understand these 0 effects, the paper explores how social ties between parents and teachers evolved over the course of the two interventions. Parental involvement interventions led to significant changes in perceived trustworthiness between teachers and parents. The results suggest that parental involvement interventions can backfire if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools
    DOI: 10.1596/1813-9450-9462
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  • 11
    Online Resource
    Online Resource
    Educator knowledge of early childhood development : evidence from Eastern Nepal (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 33 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9381
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Buck, Lindsey Educator Knowledge of Early Childhood Development: Evidence from Eastern Nepal
    Keywords: Graue Literatur
    Abstract: Early childhood is a crucial period for the cognitive, social, emotional, physical, and language development of children. Of the 200 million children who do not reach their developmental potential worldwide, 66 percent live in South Asia. This paper explores gaps in knowledge among educators in Eastern Nepal about the importance of early childhood. The results of a survey headteachers and teachers show that teachers often do not place enough weight on the importance of behaviors that contribute to the growth and development of children in early childhood. There are also large gaps in teachers' understanding and practice of classroom accommodations for children with disabilities. The paper illustrates that educators, who play a large role in children's lives during early years, may be uninformed about the importance of early childhood development. The paper provides policy recommendations that can help policymakers target areas that lack understanding and improve early childhood development education and understanding among educators
    DOI: 10.1596/1813-9450-9381
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  • 12
    Online Resource
    Online Resource
    Learning poverty : measures and simulations (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 38 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9446
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Azevedo, Joao Pedro Learning Poverty: Measures and Simulations
    Keywords: Graue Literatur
    Abstract: COVID-19-related school closures are pushing countries off track from achieving their learning goals. This paper builds on the concept of learning poverty and draws on axiomatic properties from social choice literature to propose and motivate a distribution-sensitive measures of learning poverty. Numerical, empirical, and practical reasons for the relevance and usefulness of these complementary inequality sensitive aggregations for simulating the effects of COVID-19 are presented. In a post-COVID-19 scenario of no remediation and low mitigation effectiveness for the effects of school closures, the simulations show that learning poverty increases from 53 to 63 percent. Most of this increase seems to occur in lower-middle-income and upper-middle-income countries, especially in East Asia and the Pacific, Latin America, and South Asia. The countries that had the highest levels of learning poverty before COVID-19 (predominantly in Africa and the low-income country group) might have the smallest absolute and relative increases in learning poverty, reflecting how great the learning crisis was in those countries before the pandemic. Measures of learning poverty and learning deprivation sensitive to changes in distribution, such as gap and severity measures, show differences in learning loss regional rankings. Africa stands to lose the most. Countries with higher inequality among the learning poor, as captured by the proposed learning poverty severity measure, would need far greater adaptability to respond to broader differences in student needs
    DOI: 10.1596/1813-9450-9446
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  • 13
    Online Resource
    Online Resource
    Mama knows (and does) best : maternal schooling opportunities and child development in Indonesia (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 58 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9355
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Hasan, Amer Mama Knows (and Does) Best: Maternal Schooling Opportunities and Child Development in Indonesia
    Keywords: Graue Literatur
    Abstract: This paper leverages quasi-experimental variation in increased access to basic formal education, introduced by a large-scale school construction program in Indonesia in the 1970s, to quantify the benefits to the children of women targeted by the program. Novel and rich data allow the analysis of a range of health, cognitive and socio-emotional development outcomes for children ages 6 to 8 in 2013. The paper finds that increased maternal access to schooling has positive and multidimensional effects on children. The effects are particularly salient at the bottom of the distributions of outcomes. Drawing on insights from economics, psychology, and sociology, the paper examines pathways for these impacts. Evidence suggests that mothers who were exposed to more schooling opportunities during childhood demonstrate less hostility toward their children when parenting and also invest more in their children's preschool education
    DOI: 10.1596/1813-9450-9355
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  • 14
    Online Resource
    Online Resource
    Simulating the potential impacts of COVID-19 school closures on schooling and learning outcomes : a set of global estimates (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 61 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9284
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Azevedo, Joao Pedro Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates
    Keywords: Graue Literatur
    Abstract: School closures due to COVID-19 have left more than a billion students out of school. This paper presents the results of simulations considering three, five and seven months of school closure and different levels of mitigation effectiveness resulting in optimistic, intermediate and pessimistic global scenarios. Using data on 157 countries, the analysis finds that the global level of schooling and learning will fall. COVID-19 could result in a loss of between 0.3 and 0.9 years of schooling adjusted for quality, bringing down the effective years of basic schooling that students achieve during their lifetime from 7.9 years to between 7.0 and 7.6 years. Close to 7 million students from primary up to secondary education could drop out due to the income shock of the pandemic alone. Students from the current cohort could, on average, face a reduction of USD 355, USD 872, or USD 1,408 in yearly earnings. In present value terms, this amounts to between USD 6,472 and USD 25,680 dollars in lost earnings over a typical student's lifetime. Exclusion and inequality will likely be exacerbated if already marginalized and vulnerable groups, like girls, ethnic minorities, and persons with disabilities, are more adversely affected by the school closures. Globally, a school shutdown of 5 months could generate learning losses that have a present value of USD 10 trillion. By this measure, the world could stand to lose as much as 16 percent of the investments that governments make in the basic education of this cohort of students. The world could thus face a substantial setback in achieving the goal of halving the percentage of learning poor and be unable to meet the goal by 2030 unless drastic remedial action is taken
    DOI: 10.1596/1813-9450-9284
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  • 15
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    Online Resource
    Low-cost private schools in Tanzania : a descriptive analysis (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 29 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9360
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Sabarwal, Shwetlena Low-Cost Private Schools in Tanzania: A Descriptive Analysis
    Keywords: Graue Literatur
    Abstract: This paper discusses the potential role of low-cost private secondary schools in Tanzania. The share of private enrollment has been negatively correlated with the availability of public schools. With the 2016 Fee-Free Basic Education Policy, the public secondary education system is experiencing significant demand pressures. The government has limited resources to address these pressures. Using micro-data from the Morogoro region, the paper finds that private schools have excess capacity that can allow for absorption of additional students at relatively low cost through potential public-private partnerships. The paper finds no evidence that service delivery or student performance is worse in private schools relative to their public counterparts. These findings provide empirical evidence on some key enabling conditions for potential public-private partnerships for secondary education in Tanzania
    DOI: 10.1596/1813-9450-9360
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  • 16
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    Economic crises and returns to university education in middle-income countries : stylized facts and COVID-19 projections (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 12 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9472
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Fasih, Tazeen Economic Crises and Returns to University Education in Middle-Income Countries: Stylized Facts and COVID-19 Projections
    Keywords: Graue Literatur
    Abstract: This paper documents stylized facts on rates of returns to education during economic crises. It shows from three middle-income countries - Indonesia, Pakistan, and South Africa - that the rate of return to university education (versus secondary education) has increased during economic crises. Based on this stylized fact, the paper projects that the returns for university graduates may increase by at least one-quarter to one-third during the COVID-19 pandemic
    DOI: 10.1596/1813-9450-9472
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  • 17
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    When goal-setting forges ahead but stops short (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 41 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9406
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Islam, Asad When Goal-Setting Forges Ahead but Stops Short
    Keywords: Graue Literatur
    Abstract: This paper reports the results of an at-scale randomized controlled trial among 18,000 secondary students in Zanzibar (Tanzania) to examine the effects of personal best goal-setting on student outcomes. The paper also tests the impact of combining goal setting with non-financial rewards conditional on students meeting the goals they set. The results suggest that goal-setting has a significant, positive impact on students' time use, study effort, and self-discipline. However, there are no significant impacts on test scores. This is partially because nearly two-thirds of the students do not set realistic goals. The paper finds that the effects on time use, study effort, and discipline are weaker when goal setting is combined with nonfinancial rewards. This suggests that tying goal setting to extrinsic incentives could weaken its impact. The results show stronger impacts for female students and from students from weaker socioeconomic backgrounds. These results demonstrate that goal setting can have positive impacts on student outcomes, especially for the relatively disadvantaged. However, for maximizing the impacts, goal setting may need to be combined with guidance on setting realistic goals, and extrinsic rewards tied to goals may need to be avoided
    DOI: 10.1596/1813-9450-9406
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  • 18
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    Innovative learning environments : the role of energy-efficient investments in Russian preschool education facilities : (a case study of the Khanty-Mansyisk region) (2019)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 33 Seiten) , Illustrationen
    Series Statement: Policy research working paper 8987
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Shmis, Tigran Innovative Learning Environments: The Role of Energy-Efficient Investments in Russian Preschool Education Facilities (A Case Study of the Khanty-Mansyisk Region)
    Keywords: Graue Literatur
    Abstract: This paper discusses an example of an early childhood development facility intervention in the Khanty-Mansyisk region of the Russian Federation and its potential to produce efficiency gains in the region and the country overall. The government of the region is introducing changes to the built environment of its early childhood development centers. The proposed new design is based on the concept of the learning environment as a third teacher. The smaller footprint of the new buildings will increase the amount of active space per child, and the new design will include energy efficiency measures. The economic impact of these measures will reduce operating costs throughout the lifecycle of the building and provide strong evidence to education policy makers in the rest of the region and the country as a whole in favor of child-centered, healthy, and energy efficient early childhood development infrastructure
    DOI: 10.1596/1813-9450-8987
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  • 19
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    Labor market analysis using big data : the case of a Pakistani online job portal (2019)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 42 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9063
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Norihiko Matsuda Labor Market Analysis using Big Data: The Case of a Pakistani Online Job Portal
    Keywords: Graue Literatur
    Abstract: Facing a youth bulge-a large influx of a young labor force-the Pakistani economy needs to create more jobs by taking advantage of this relatively well-educated young labor force. Yet, the educated young labor force suffers a higher unemployment rate, and there is a concern that the current education and training system in the country does not respond to skill demands in the private sector. This paper provides new descriptives about labor markets, particularly skill demand and supply, by using online job portal data. The paper finds that although there is an excess supply of highly educated workers, certain industries, such as information and communications technology, lack workers who have specialized skills and experience. The analysis also finds that the exact match of qualifications and skills is important for employers. Job applicants who are underqualified or overqualified for job posts are less likely to be shortlisted than those whose qualifications exactly match job requirements
    DOI: 10.1596/1813-9450-9063
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  • 20
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    The medium term impacts of cash and in-kind food transfers on learning (2019)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 57 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9086
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Avitabile Ciro The Medium Term Impacts of Cash and In-Kind Food Transfers on Learning
    Keywords: Graue Literatur
    Abstract: This paper studies the medium-term impact of early-life welfare transfers on children's learning. It studies children who were exposed to the randomized controlled trial of the Mexico's Food Support Program (the Programa de Apoyo Alimentario, PAL), in which households were assigned to receive cash, in-kind food transfers, or nothing (a control). The children are matched with administrative data on primary school standardized tests, which were taken four to 10 years after the experiment began. The findings show that in-kind transfers did not impact test scores, while cash transfers led to a significant and meaningful decrease in test scores. An analysis of the mechanisms driving these results reveals that both transfers led to an increase in child labor, which is likely detrimental to learning. In-kind food transfers, however, induced a greater consumption of several key micronutrients that are vital for brain development, which likely attenuated the negative impacts of child labor on learning
    DOI: 10.1596/1813-9450-9086
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  • 21
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    Using student and teacher assessments to design more pertinent in-service teacher training : the case of Ecuador (2019)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 24 Seiten) , Illustrationen
    Series Statement: Policy research working paper 8970
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Angel-Urdinola, Diego F Using Student and Teacher Assessments to Design More Pertinent In-Service TeacherTraining: The Case of Ecuador
    Keywords: Graue Literatur
    Abstract: The development of pertinent and effective in-service teacher training remains a policy challenge for many countries in Latin America and the Caribbean. Ecuador stands out as a country in the region that has made significant investments in teacher training in the past decade. However, most in-service training provision has been designed without enough elements to properly address teachers' skills gaps. This paper proposes a roadmap for improving the design of in-service teacher training in Ecuador using available data from student and teacher assessments. Although countries in the region have made important efforts to carry out periodic evaluations of student and teacher performance, the data resulting from these evaluations are rarely used to guide teacher development programs. The analysis presented in this paper suggests that doing so has the potential to raise program pertinence while allowing the prioritization of investments in teachers and students with the greatest needs
    DOI: 10.1596/1813-9450-8970
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  • 22
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    Requirements to be a teacher in Brazil : effective or not? (2019)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 23 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9006
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Ponte Barbosa, Marcelo Requirements to be a Teacher in Brazil: Effective or Not?
    Keywords: Graue Literatur
    Abstract: Policy makers in Brazil attempted to improve human capital through changes in the legislated requirements for teacher education in 1996. They passed a national Law of Guidelines and Standards of Education that established 2007 as the deadline for all Brazilian basic education teachers to have tertiary education-level qualifications. This implied a significant change in the profile of teachers in basic education and in the provision of pre-service training. The objective of this study is to investigate the effects of the increase in the share of public upper secondary school teachers with higher education on students' performance in math and Portuguese and analyze the role of the pre-service training framework in the quality of teachers in recent years. The study carried out an empirical analysis to estimate the average treatment effect on the treated on public upper secondary students through the combination of difference-in-difference and propensity score matching methods. The analysis found no evidence of positive effects on Portuguese scores, and despite the statistically significant positive effect of the rise in teachers with higher education on math scores, there was no effect from specific math training. Finally, the paper discusses the possible reason for the ineffectiveness of teacher pre-service training, such as the quality of the training delivered by distance learning modalities and the low performance of the secondary students who enter the teacher schools
    DOI: 10.1596/1813-9450-9006
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  • 23
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    Contrasting experiences : understanding the longer-term impact of improving access to preschool education in rural Indonesia (2019)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 42 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9060
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Amer Hasan Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Preschool Education in Rural Indonesia
    Keywords: Graue Literatur
    Abstract: This paper examines the longer-term impact of a project that expanded access to playgroup services in rural Indonesia. It compares the outcomes of two cohorts of children who were exposed to the same intervention at different points in time. One cohort was eligible to access playgroups during the first year of a five-year project cycle, beginning at age four. The other cohort became eligible to access these services during the third year, beginning at age three. The younger cohort was more likely to be exposed to playgroups for longer and at age-appropriate times relative to the older cohort. The paper finds that enrollment rates and enrollment duration in preprimary education increased for both cohorts, but the enrollment effects were larger for the younger cohort. In terms of child development outcomes, there were short term effects at age five that did not last until age eight, for both cohorts. The data reveal that the younger cohort had substantially higher test scores during the early grades of primary school, relative to the older cohort. To unpack why the two cohorts experienced different longer-term outcomes, the paper provides evidence of changes that transpired in the operating conditions of the playgroups over time
    DOI: 10.1596/1813-9450-9060
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  • 24
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    Progress and challenges of upper secondary education in China (2019)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 63 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9042
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Chen, Dandan Progress and Challenges of Upper Secondary Education in China
    Keywords: Graue Literatur
    Abstract: Over the past decade, China's transition rate from lower secondary education to higher secondary education has increased significantly, from 80.5 to 93.7 percent. In light of this impressive progress, the Chinese government aimed at raising the gross enrollment rate in senior high schools to above 90 percent by 2020. Quality and relevance in vocational and academic high school education could be a key bottleneck in further expansion. The way tracking operates between academic and vocational streams could itself be a distortion for the sector's further expansion. Looking ahead, reforms in upper secondary education are imperative, given increasing demand for a highly skilled labor force and China's fast demographic change as the young population cohorts decline. The paper examines the sector's key constraints in access, financing, tracking, and informed decisions and recommends how the quality of the general and vocational education tracks can be further improved
    DOI: 10.1596/1813-9450-9042
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  • 25
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    Measuring and explaining management in schools : new approaches using public data (2019)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 83 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9053
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Leaver, Clare Measuring and Explaining Management in Schools: New Approaches using Public Data
    Keywords: Graue Literatur
    Abstract: Why do some students learn more in some schools than others? One consideration receiving growing attention is school management. To study this, researchers need to be able to measure school management accurately and cheaply at scale, and also explain any observed relationship between school management and student learning. This paper introduces a new approach to measurement using existing public data, and applies it to build a management index covering 15,000 schools across 65 countries, and another index covering nearly all public schools in Brazil. Both indices show a strong, positive relationship between school management and student learning. The paper then develops a simple model that formalizes the intuition that strong management practices might be driving learning gains via incentive and selection effects among teachers, students and parents. The paper shows that the predictions of this model hold in public data for Latin America, and draws out implications for policy
    DOI: 10.1596/1813-9450-9053
    URL: lizenzpflichtig
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  • 26
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    Built to Last : sustainability of early childhood education services in rural Indonesia (2019)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 46 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9061
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Amer Hasan Built to Last: Sustainability of Early Childhood Education Services in Rural Indonesia
    Keywords: 2009-2016 ; Frühkindliche Bildung ; Nachhaltigkeit ; Ländlicher Raum ; Entwicklungsprojekt ; Indonesien ; Graue Literatur
    Abstract: This paper studies the sustainability of early childhood education centers established under a large-scale, donor-funded project in rural Indonesia. Analysis of quantitative and qualitative data shows that 86 percent of the centers continued to provide preschool services three years after project funding ended. Centers balanced the reduction in funding by introducing student fees. The paper estimates a series of logistic regression models to predict center sustainability. Centers that increased their share of expenditures on teacher salaries during the project were significantly more likely to remain open. Often this was made possible by centers altering their mix of supplementary services provided. Centers that provided higher quality care, had more complementary services in the area, and had more parental involvement were significantly more likely to be sustained after donor funding ended. In contrast, centers with more substitute services in the area were less likely to be sustained. There is no evidence to suggest that distance to the village center or nearest neighboring center was a major factor for sustainability. There is also no evidence to suggest that, while they were operating, closed centers catered to children from different wealth backgrounds than those that remained open. These results point to actionable lessons for the design and sustainability of future development projects
    DOI: 10.1596/1813-9450-9061
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  • 27
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    Addressing high school dropouts with a scalable intervention : the case of PODER (2019)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 32 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9085
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Avitabile Ciro Addressing High School Dropouts with a Scalable Intervention: The Case of PODER
    Keywords: Graue Literatur
    Abstract: Working with the Mexican Ministry of Education, this study piloted a scalable program to reduce high school dropout rates by focusing on socio-emotional skill development and mathematics tutoring. The intervention was evaluated through a randomized field experiment with more than 5,000 youths at 20 upper secondary schools in Mexico City. An intention-to-treat analysis finds some evidence that exposure to the Opportunities and Development to Avoid Risks Program increases socio-emotional skills, but no evidence that it improves math outcomes or future attendance. Likely explanations for these 0 results include low take-up and other process factors, which are document qualitatively, as well as heterogeneous treatment effects. In particular, an inverse-probability-weighted matching model is suggestive of an effect whereby some students participate actively in the program and drop out of school less often, while other students choose not to participate when given the option and actually drop out more as a result
    DOI: 10.1596/1813-9450-9085
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