Your email was sent successfully. Check your inbox.

An error occurred while sending the email. Please try again.

Proceed reservation?

Export
Filter
  • Washington, D.C : The World Bank  (341)
  • Hoboken : Taylor and Francis
  • Education  (342)
Datasource
Material
Language
Years
Author, Corporation
Publisher
Keywords
  • 1
    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
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Labor Market Participation and Employment Choice in Ghana : Do Individual Personality Traits and Gender Role Attitudes Matter? (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (52 pages)
    Parallel Title: Erscheint auch als Amankwah, Akuffo Labor Market Participation and Employment Choice in Ghana: Do Individual Personality Traits and Gender Role Attitudes Matter?
    Keywords: Education ; Employment Outcome ; Employment Preference ; Gender ; Gender Monitoring and Evaluation ; Gender Norms ; Gender Role Attitudes ; Informal Sector Measurement Study ; Labor Markets ; Multi-Stage Sampling ; Personality Traits ; Poverty Reduction ; Secondary Education Equity ; Self-Employment
    Abstract: In addition to the conventional determinants of labor market participation and the choice between wage employment and self-employment, there is a growing interest of the significance of gender role attitudes and personality traits. This study uses data from the 2022 Ghana Informal Sector Measurement Study to investigate the influence of these factors on employment outcomes in the Northern and Ashanti regions of Ghana. The findings are based on a series of analyses, including descriptive, multinomial logistic, and linear probability model regressions. The empirical results show the critical role played by both gender role attitudes and personality traits in shaping individuals' decisions on labor market participation and employment choices. Notably, personality traits emerge as significant drivers of observed employment outcomes. However, the impact of these personality traits is often mitigated or even reversed in the presence of heightened traditionalism. Furthermore, the gender-disaggregated analysis reveals that possessing at least a secondary education level is a pivotal factor in the selection of men into formal employment, whereas this criterion holds less significance for women. Conversely, once the decision to participate in the labor market has been made, having at least a secondary education becomes relevant for securing wage employment, regardless of an individual's gender
    DOI: 10.1596/1813-9450-10664
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Public Expenditure and Institutional Review and Financial Management in Education Analysis : Preventing a Lost Decade in Education in the Lao PDR (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Covid-19 Impact ; Current Status Of Education ; Curriculum and Instruction ; Education ; Education and Employment ; Education Finance ; Education Financing ; Education Quality ; Education Resource Allocation ; Education Sector Spending ; Effective Schools and Teachers ; Motivation For Education
    Abstract: The education sector in the Lao PDR (Laos) faces significant challenges. Access to education improved over of the past decade but substantial gaps remain, and previous progress is being undermined by the impacts of COVID-19 and ongoing economic difficulties. The quality of education was already poor before these shocks. The sector is severely underfunded due to a steep decline in public resources allocated to education. In addition, limited job prospects for graduates reduce demand for quality education. To prevent these challenges from causing a lost decade for education in Laos, urgent attention is needed in three areas. First, the government should implement comprehensive economic and fiscal reforms to increase available resources for education and facilitate private sector development to create income earning opportunities for graduates. Second, resource allocation within the sector should be improved for equity and balance. Lastly, the education sector needs to better translate available resources into the learning outcomes of children and youth by reducing inefficiencies and rigidities that constrain the key drivers of learning: teachers, school financing, teaching and learning materials, and school infrastructure. Addressing constraints in these three areas will help reverse the decline in education financing, close access gaps, and enhance service quality
    DOI: 10.1596/40940
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Assessment of Indonesia's Early Childhood Education and Development Accreditation Process (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Accreditation Policies ; Childhood Development ; Early Childhood Development ; Early Education ; ECED ; Education ; GOI
    Abstract: Investments in early years of education and childhood development are among the most cost-effective and beneficial a country can make to tackle learning poverty, promote healthy child development, and enhance shared prosperity. Over the past two decades, the Government of Indonesia (GoI) has scaled up its commitment to early childhood education and development (ECED) through various educational reforms, policies, programs, and financial investments. With the expansion of Indonesia's ECED system, the GoI has committed to improving its quality since the early 2000s. As a key mechanism to raise the quality of ECED services, the GoI actively encourages PAUD centers to become accredited. An analysis of factors that influence whether and how PAUD centers participate in the accreditation system is helpful to inform continuous quality improvement of Indonesia's ECED services. The World Bank is providing the Ministry of Education, Culture, Research, and Technology (MoECRT) technical assistance and advice to improve Indonesia's ECED system. Supported by the Learning for Human Capital Development Programmatic Advisory Services and Analytics (PASA), this study was conducted to inform further improvements to Indonesia's ECED accreditation system. This report presents the findings from the abovementioned ECED accreditation system assessment and is organized in four main sections after an introduction. Section I describes the study's background and the country context, with emphasis on the ECED system and its quality assurance mechanisms. Section II details the methodology used. Section III presents a summary of the survey results. Section IV discusses the implications of the findings and outlines recommendations to inform accreditation policies and programs
    DOI: 10.1596/40933
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    Maldives Human Capital Review : Unleashing People's Full Potential (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Social Analysis
    Keywords: Access and Equity in Basic Education ; Access To Education ; Agriculture ; Climate Change Impact ; Covid-19 Impact ; Education ; Food Security ; Health Service Management and Delivery ; Health, Nutrition and Population ; Human Capital Accumulation and Utilization ; Inclusive Development ; Long-Term Economic Growth ; Social Protections and Assistance ; Social Protections and Labor
    Abstract: This report is undertaken as a part of the Human Capital Project (HCP), a globalinitiative of the World Bank Group that aims to increase governments' awarenessof the importance of investing in people (World Bank date of publication not identifiedb). One of the maincomponents of the HCP is a cross-country metric--the Human Capital Index (HCI). The HCI estimates the amount of human capital a child born today can expect to accumulate by the age of 18, thus highlighting how current health and education outcomes shape the work productivity of the next generation. Moreover, given the cumulative nature of human capital, the HCI has clear milestones across the entire human life cycle: at birth, children need to survive; during childhood, they need to be well-nourished; at school age, they must complete all schooling and active adequate learning levels; and in adulthood, they need to stay in good health. Finally, the HCI includes a result: a score that ranges from 0 to 1. A country where an average child has virtually no risk of being stunted or dying before age five, receives high-quality education, and becomes a healthy adult, would have an HCI close to 1. Conversely, when the risk of being ill-nourished or prematurely dying is high, access to education is limited, and the quality of learning is low, the HCI would approach zero
    DOI: 10.1596/40944
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 6
    Online Resource
    Online Resource
    Comprehensive Assessment of the Childcare Landscape in Lebanon : A Mixed Methods Study (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Social Protection Study
    Keywords: Childcare ; Early Childhood Development ; Education ; Legal Framework ; Policies ; Services Mapping ; Social Protections and Assistance ; Social Protections and Labor
    Abstract: The "Comprehensive Assessment of the Childcare Landscape in Lebanon: A Mixed Methods Study" analyzes the supply and demand of formal childcare services for children aged 0-3. It provides a review of Lebanon's regulatory and institutional framework around childcare, maps out the current supply of services including cost and quality aspects, and deepens the understanding of households' childcare needs. Findings show that there is a mismatch between supply and demand, with a gap in provision for the youngest children and that supply is mostly private, costly, and concentrated in coastal areas. Childcare responsibilities limit women's ability to join the labor force, and affordability is a main constraint for families to access services, resulting in low demand for formal childcare. The study proposes measures for an inclusive expansion of quality and affordable childcare services in four areas: (i) an enabling environment for efficient, affordable provision of quality childcare services, (ii) a more equitable distribution of the unpaid care work burden within the household, (iii) improved State support to address households' care needs, and (iv) inclusive family-friendly workplace conditions in the private sector
    DOI: 10.1596/40845
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 7
    Online Resource
    Online Resource
    Learning Can't Wait : Lessons for Latin America and the Caribbean from PISA 2022 (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Education ; Education Reform and Management ; Latin America ; Learning ; Pisa
    Abstract: This report explores the results of the latest round of PISA for countries in Latin America and the Caribbean (LAC), showcasing the results for the region, the differences within the region and between the region and the rest of the world. For this round of PISA, 14 countries of LAC participated in the assessment, representing the largest number of LAC countries in the assessment since its inception. The report covers three key insights: (1) learning is low and highly unequal in LAC, (2) for most countries trends in learning are not moving in the right direction; and (3) countries in LAC should ensure that all students acquire at least basic proficiency in foundational skills, by addressing disparities and focusing on the effective use of technology
    DOI: 10.1596/41144
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 8
    Online Resource
    Online Resource
    Lives, Livelihoods, and Learning : A Global Perspective on the Well-Being Impacts of the COVID-19 Pandemic (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (27 pages)
    Parallel Title: Erscheint auch als Decerf, Benoit Lives, Livelihoods, and Learning: A Global Perspective on the Well-Being Impacts of the COVID-19 Pandemic
    Keywords: Communicable Diseases ; Covid ; Education ; Health and Poverty ; Health, Nutrition and Population ; Learning ; Mortality ; Poverty ; School Health ; Welfare
    Abstract: This study compares the magnitude of national level losses that the COVID-19 pandemic inflicted across three critical dimensions: loss of life, loss of income, and loss of learning. The well-being consequences of excess mortality are expressed in years of life lost, while those of income losses and school closures are expressed in additional years spent in poverty (as measured by national poverty lines), either currently or in the future. While 2020-21 witnessed a global drop in life expectancy and the largest one-year increase in global poverty in many decades, widespread school closures may cause almost twice as large an increase in future poverty. The estimates of well-being loss for the average global citizen include a loss of almost three weeks of life (19 days), an additional two and half weeks spent in poverty in 2020 and 2021 (17 days), and the possibility of an additional month of life in poverty in the future due to school closures (31 days). Well-being losses are not equitably distributed across countries. The typical high-income country suffered more total years of life lost than additional years in poverty, while the opposite holds for the typical low- or middle-income country. Aggregating total losses requires the valuation of a year of life lost vis-a-vis an additional year spent in poverty. If a year of life lost is valued at five or fewer additional years spent in poverty, low-income countries suffered greater total well-being loss than high-income countries. For a wide range of valuations, the greatest well-being losses fell on upper-middle-income countries and countries in the Latin America region. This set of countries suffered the largest mortality costs as well as large losses in learning and sharp increases in poverty
    DOI: 10.1596/1813-9450-10728
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 9
    Online Resource
    Online Resource
    Reimagining Higher Education in Cambodia : Modernizing Governance for Improved Access and Relevance (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Access To Education ; Education ; Education For All ; Gender ; Gender and Development ; Human Development and Gender ; Labor Management and Relations ; Labor Market Policy and Programs ; Public Sector Management ; Social Protections and Labor
    Abstract: The main objective of this study is to assess the performance of Cambodia's tertiary education system in terms of equitable access, labor market relevance, and research output, and to provide policy recommendations to the government and all stakeholders in the tertiary education sector. This will inform priority reforms and investments to strengthen the sector overall and, specifically, improve coverage, relevance, research, and governance. Building on the latest analytical work carried out in 2017 ahead of the preparation of an ongoing higher education operation supported by the World Bank, the study is an important step toward overcoming knowledge gaps about the main drivers of the results of the Cambodian tertiary education system and institutions. It will shed light on the factors explaining disparities in access, the mismatch between higher education programs and labor market needs, the capacity of higher education to train the specialists and technicians needed for the green economy, and shortcomings in the governance set up and processes that impede both public and private HEIs from operating in a flexible and efficient manner. The findings of the report will significantly add to the evidence base for identifying policy options to improve equity, relevance, and governance at both the national and institutional levels
    DOI: 10.1596/41246
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 10
    Online Resource
    Online Resource
    Right to Education : Forced Migration and Child Education Outcomes (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (54 pages)
    Parallel Title: Erscheint auch als Vargas, Juan F Right to Education: Forced Migration and Child Education Outcomes
    Keywords: Access and Equity in Basic Education ; Communities and Human Settlements ; Education ; Education Indicators and Statistics ; Human Migrations and Resettlements ; Migration
    Abstract: About a third of the 7.7 million Venezuelans who have left their country due to political and economic turmoil have settled in neighboring Colombia. The extent to which the Colombian schooling system can absorb the massive demand for education of Venezuelan children is key for their future trajectory of human capital accumulation, as well as that of Colombian students in receiving communities. This paper estimates the effect of Venezuelan migration on educational outcomes of children living in settlement municipalities in Colombia, distinguish between the effect of the migration shock on native and migrant students. Specifically, it estimates the effect of the migration shock on school enrollment, dropout/promotion rates and standardized test scores. The identification relies on a plausibly exogenous measure of the predicted migration shock faced by each Colombian municipality every year. The findings show that the migration shock increased the enrollment of Venezuelan students in both public and private schools and in all school grades, but also generated negative spillovers related to failing promotion rates and increasing dropout. This paper documents that these negative effects are explained by the differential enrollment capacity of schools, as well as by the deterioration of key school inputs
    DOI: 10.1596/1813-9450-10720
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 11
    Online Resource
    Online Resource
    Sierra Leone Human Capital Review : Maximizing Human Potential for Resilience and Inclusive Development (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Social Protection Study
    Keywords: Demographics ; Early Childhood Development ; Education ; Fetal and Maternal Health ; Food and Nutrition Policy ; Gender ; Gender and Poverty ; Government Financing ; Health, Nutrition and Population ; Human Capital ; Mortality ; Nutrition Services ; Pregnancy ; Social Protections and Assistance ; Social Protections and Labor
    Abstract: This Human Capital Review (HCR) report presents an in-depth analysis of human capital indicators throughout a person's lifetime, from in utero to productive aging. By examining the various stages of human capital accumulation, the report aims to provide accurate recommendations for specific groups in Sierra Leone. Thus, the report disaggregates data whenever possible. It relies on an extensive consultative process involving various stakeholders such as Government counterparts, development partners, teachers, adolescent girls, students, private sector representatives, and local representatives. The consultation process followed a Problem-Driven Iterative Adaptation (PDIA) approach, which facilitates the identification and resolution of problems by local leadership. In addition, this report aims to inform the design and implementation of human capital reforms that will respond to specific challenges identified in the report
    DOI: 10.1596/41188
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 12
    Online Resource
    Online Resource
    Central America Human Capital Review : Promoting More and Better Investments in Human Capital (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Social Protection Study
    Keywords: Education ; Education For All ; Employment ; Employment and Unemployment ; Human Capital ; Poverty ; Poverty Reduction ; Skills Development and Labor Force Training ; Social Protections and Labor ; UMI Countries
    Abstract: This Human Capital Review aims to provide analytical foundations in the support of policies that improve human capital outcomes for the following four UMI countries in Central America: Costa Rica, Guatemala, Panama, and the Dominican Republic. The objective of this report is to identify the key constraints to human capital growth and understand how education and labor market policies can foster a resilient recovery, promote inclusive growth, and contribute to poverty reduction in these countries. The review also estimates the impact of the COVID-19 pandemic on human capital outcomes using a multi-sectoral approach. The analysis compares human capital outcomes in the decade before the COVID-19 pandemic (2010-2019) against trends during the pandemic (2020-2021). Lastly, the report focuses on these four countries, which are the only UMI in Central America to take advantage of new data collected during the pandemic, which allowed to quantify some of the impacts of COVID-19 and understand some of their long-term implications for human development outcomes
    DOI: 10.1596/41181
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 13
    Online Resource
    Online Resource
    Kazakhstan : Strengthening Public Finance for Inclusive and Resilient Growth: Public Finance Review (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Public Expenditure Review
    Keywords: Education ; Financial Economics ; Fiscal Policy ; Fiscal Risks ; Footprint ; Macroeconomics and Economic Growth ; Non-Oil Revenue ; Quasi-Fiscal Activities ; SNG
    Abstract: The first three chapters of the PFR review the core fiscal policy and revenue mobilization issues. Chapter 1 discusses the fiscal landscape, fiscal framework, and progressivity of fiscal policy. Chapter 2 looks at the footprint of quasi-fiscal activities, which affects the overall fiscal stance and exposes certain fiscal risks. Chapter 3 discusses the stagnation in non-oil revenue and collection across taxes and outlines reform options to improve the tax regime. This PFR also covers education and social protection spending, constituting about 42 percent of generalgovernment budget spending, and is critical for Kazakhstan's social agenda and long-term development goals. Chapter 4 analyzes the efficiency of public spending on education, discusses challenges in delivering equitable access to quality education, and offers options for enhancing spending effectiveness through institutional and policy changes. Chapter 5 discusses the efficiency and effectiveness of spending on the social protection system, particularly the coverage and targeting of social assistance programs, issues in implementing active labor market programs, and challenges in delivering social insurance. Because of data constraints, this PFR excludes analysis on social benefits, pensions, and the State Social Insurance Fund. The last two chapters cover the core system of public-finance management issues on budgeting and inter-governmental fiscal relations. Chapter 6 considers options for further improving budgeting, planning, and monitoring to deliver better fiscal outcomes for inclusive and resilient growth. While Chapter 7 examines emerging subnational fiscal issues and options to simplify and improve certainty in the transfer mechanism from central to SNGs and within the SNG hierarchy
    DOI: 10.1596/41162
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 14
    Online Resource
    Online Resource
    Pacific Economic Update, March 2024 : Back on Track? The Imperative of Investing in Education (2024)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Economic Updates and Modeling
    Keywords: Education ; Education Reform ; Education Reform and Management ; Existing Teachers ; Learning ; Teaching Practices
    Abstract: In 2023, growth in the Pacific islands (PIC-11) decelerated but remained robust at 5.5 percent--about two and a half times the long-term average. Fiji's output surpassed pre-pandemic levels in 2023 despite a notable deceleration, with growth rates halving from 20 percent in 2022 to eight percent in 2023. The PIC-11, excluding Fiji, experienced a noteworthy rebound of 2.7 percent growth in 2023, after a 0.5 percent output contraction in 2022. The trajectory of accelerated and sustainable growth in Pacific Island countries depends on a workforce that is well educated and equipped with enhanced skills and capabilities. Boosting education and skills is essential for long-term growth and poverty reduction in the Pacific Island countries. While multiple factors influence learning, once a child enters school, teachers have the largest impact. A robust body of evidence guides policymakers in improving teaching quality and ensuring that all young children acquire strong foundational skills. This report outlines a three-pronged program of action based on this evidence: attracting and recruiting effective teachers, enhancing existing teachers' capacity, and motivating greater teacher effort. Recognizing that 54 percent of teachers expected to teach in 2035 are already recruited, the report emphasizes a special focus on enhancing the capacity of existing teachers. It provides examples of rigorously evaluated interventions, such as structured pedagogy and access to pre-recorded lectures by highly rated teachers. Implementing these recommendations will aid regional countries in accelerating learning, allowing children and societies to achieve their aspirations
    DOI: 10.1596/41160
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 15
    Online Resource
    Online Resource
    Approaches to Deliver Inclusive Education in Sub-Saharan Africa and South Asia (2023)
    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 ; Accessibility ; Child-Focused ; Curriculum and Instruction ; Disability ; Education ; Education Reform and Management ; Inclusive Education ; Social Development ; Social Inclusion and Institutions
    Abstract: This report presents a review of different approaches in service delivery being implemented in the regions of Sub-Saharan Africa (SSA) and South Asia (SA) to ensure the inclusion of children with disabilities in education. The review examines in what ways (and the extent to which) different approaches have been operationalized and contextualized to enable the inclusion of children with disabilities in mainstream education systems, focusing specifically on primary schooling
    DOI: 10.1596/40120
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 16
    Online Resource
    Online Resource
    Learning Recovery to Acceleration : A Global Update on Country Efforts to Improve Learning and Reduce Inequalities (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: COVID-19 ; Education ; Education Indicators and Statistics ; Education Reform and Management ; Learning Acceleration ; Learning Poverty
    Abstract: Before the COVID-19 pandemic, global learning levels were unacceptably low. In 2019, learning poverty, the share of children unable to read and understand a simple text by age 10, had reached 57 percent in low- and middle-income countries (World Bank and others 2022b). This constituted a global learning crisis. Despite significant expansion in access to schooling in most low, and middle-income countries over the past 50 years to near-universal levels for primary school, progress in improving global learning levels had stalled. This report, Learning Recovery to Acceleration: A Global Update on Country Efforts to Improve Learning and Reduce Inequalities, takes stock of what countries have done so far to recover and accelerate learning since reopening schools, and what we have learned from their experience. It follows the RAPID Framework for Learning Recovery and Acceleration, which we published with the Bill and Melinda Gates Foundation, U.K.'s Foreign, Commonwealth and Development Office (FCDO), UNESCO, UNICEF and USAID in 2022 as a menu of policy actions based on past evidence and on policies that many countries were already implementing. To a large extent, many of the policies and interventions needed to recover from the pandemic setbacks and accelerate learning are known. One lesson is clear: political and financial commitment are vital for improving learning and reducing inequality. Effective education strategies require societies' determination to make education a priority and devote the necessary human and financial resources to end the learning crisis. Policymakers, schools, and communities must work urgently to recover learning, tackle deep-rooted systemic challenges, and build resilience to future disruptions
    DOI: 10.1596/40012
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 17
    Online Resource
    Online Resource
    Regional Integration for Higher Education Development : Options for the South Asia Region (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Economics of Education ; Education ; Education Finance ; Education Reform and Management ; Enabling Factors ; Higher Education ; Integration ; Regional Cooperation
    Abstract: Higher education systems in South Asia have undergone significant changes in the past two decades. Each country in the region has experienced a rapid rise in university enrollment, fueled by demographic growth and the resulting expansion of secondary education. However, in the absence of sufficient financial resources to accommodate increasing student numbers, most higher education institutions are facing daunting challenges. Unlike the recent evolution in Europe and East Asia, South Asian higher education systems and institutions have made little progress in working together so far, notwithstanding the positive results of a few noteworthy partnerships, such as the creation of the South Asian University. The ability of South Asian nations to work together in the higher education sphere will, to a significant extent, determine their capacity to support the development efforts of their respective countries in an effective and dynamic manner. Against this backdrop, the main objective of this report is to explore the potential for increased regional collaboration and integration in higher education in the South Asia region
    DOI: 10.1596/40059
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 18
    Online Resource
    Online Resource
    COVID-19 as an Opportunity to Build Resilient Education Systems : Drawing Lessons from Five Countries in Eastern Europe and the South Caucasus (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: COVID-19 ; Education ; Education Reform ; Pandemic
    Abstract: In response to the COVID-19 pandemic, education systems had to redeploy inputs typically used in schools to remote education. This significantly reduced average student learning, with disadvantaged students experiencing a disproportionately large decline. Not closing these learning losses will have long-lasting effects on productivity and economic growth and dampen social mobility. In the five Eastern European countries analyzed in this paper, not acquiring sufficient learning is not a challenge that began with the pandemic. Perhaps the pandemic and the attention it is bringing to students' learning loss will create the political conditions to implement long-awaited education reforms to reduce the learning gaps and create better conditions for disadvantaged students, the core element of resilient education systems. This paper shows that using data to guide policy decisions, standardized tests as a diagnostic tool, and remediation policies should become permanent features of education systems. The pandemic pushed forward the use of technology in education. Using technology through online tutoring or Computer Assisted Learning can, when designed appropriately, improve students' academic performance, socio-emotional skills, and psychological well-being
    DOI: 10.1596/40049
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 19
    Online Resource
    Online Resource
    Assistive Technologies for Children with Disabilities in Inclusive and Special Schools in Indonesia (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: Access and Equity in Basic Education ; Assistive Technology ; Children with Disabilities ; Education ; Education For All ; Educational Populations ; Inclusive Schools ; Special Education
    Abstract: This empirical study of the Indonesian context aims to rigorously examine availability and usage of AT for children with disabilities. It reviews key challenges and support needed in both inclusive and special schools, focusing on teachers in primary and secondary education in Ministry of Education, Culture, Research and Technology (MoECRT). Key questions included: 1) What is the availability and use of AT for students with disabilities in schools in Indonesia? 2) In what ways can teachers, schools, and local and national stakeholders work together to promote equitable and quality learning through AT for children with disabilities? To answer these questions, this study employed a mixed method to enhance the validity and quality of evidence based analysis of AT for children with disabilities in Indonesia, including a national level teacher survey with over 2,000 teachers who participated voluntarily, focus group discussions with teachers, school principals and policy makers as well as an international review of practices on AT for children with disabilities to address the lack of previous studies in Indonesia
    DOI: 10.1596/40387
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 20
    Online Resource
    Online Resource
    Central African Republic - Public Expenditure Review in Key Human Development Sectors : Summary (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2109
    Keywords: Education ; Education Finance ; Finance and Financial Sector Development ; Health ; Health Economics and Finance ; Health, Nutrition and Population ; HRM ; Human Development ; Macro Fiscal Context ; Public and Municipal Finance ; Public Expenditure ; Sustainability
    Abstract: This is an overview of the CAR Human Development (HD) Public Expenditure Review (PER). This overview provides an analytical basis to decision-makers and stakeholders for the formulation of ambitious yet fiscally responsible interventions to improve human capital outcomes in CAR. The PER examines public expenditure trends of the education, health, and social protection (SP) sectors with a focus on adequacy, efficiency, and equity of expenditures as well as human resource management (HRM). The primary objective is to provide analytical insights for government policy development and prioritization strategy as it seeks to achieve a resilient recovery and rebuild its education and health sectors and establish a strong SP system which will help the poorest households invest and protect their own human capital. The PER can also serve as a useful source of knowledge and information to development partners seeking to deepen the impact of their support to the human capital development sectors. The recommendations put forth by the PER are those identified as fiscally sustainable and most important for rebuilding and strengthening human capital development sectors, including a focus on future human resource (HR) recruitment needed in the education and health sectors
    DOI: 10.1596/40337
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 21
    Online Resource
    Online Resource
    The Rough Road to Services and Livelihood Opportunities in Rural Haiti and the Added Impact of Natural Disasters (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (29 pages)
    Parallel Title: Erscheint auch als Stokenberga, Aiga The Rough Road to Services and Livelihood Opportunities in Rural Haiti and the Added Impact of Natural Disasters
    Keywords: Access of Poor to Social Services ; Access To Markets ; Earthquake ; Education ; Flood ; Gender ; Gender and Equity ; Gender and Rural Development ; Impact of Climate Change ; Infrastructure Economics ; Infrastructure Economics and Finance ; Marginalization ; Marginalized Populations ; Natural Disaster ; Rural Transport
    Abstract: Mobility of goods and people in rural Haiti is constrained by the sparce road network and low maintenance of existing infrastructure. These challenges are further exacerbated by frequent natural disasters, including seasonal floods and earthquakes of significant magnitudes. This study conducted household surveys, qualitative interviews with humanitarian and development organizations on the ground, and spatial and statistical analysis to understand the impact of the relative importance of various constraints to accessing schooling, health care, and livelihood opportunities in rural Haiti, especially focusing on the most marginalized population groups. The various data collected corroborate the conclusion that transport issues-travel time, flooded roads, and lack of continuously functioning public transport services, among others-are central in the local residents' ability to access services and livelihood opportunities. At the same time, for many marginalized people, such as women and people living with a disability, other significant barriers are present, in terms of lack of affordability, inappropriate design of school and health care facilities, risk of assault, discrimination, and cultural norms. Living in a community where roads where damaged by the August 2021 earthquake is associated with reduced odds of having accessed needed health care or sold any of the produced agricultural harvest in the following months and with higher odds of children having missed school. Overall, the findings point to the need for a broad set of interventions-combining infrastructure and complementary policies-to allow everyone, including the most marginalized groups, to gain full access to health, education, and livelihood opportunities
    DOI: 10.1596/1813-9450-10550
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 22
    Online Resource
    Online Resource
    North and Northeastern Development Initiative (NEDI) : Boosting Shared Prosperity for the North and Northeastern Counties of Kenya (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other ESW Reports
    Keywords: Climate-Smart Agriculture ; Education ; Education Finance ; Energy Resources Development ; Health Economics and Finance ; Health Systems ; Health, Nutrition and Population ; Inclusion ; Investment and Investment Climate ; Macroeconomics and Economic Growth ; NEDI ; Off-Grid Solar Access ; Transport and Trade ; Water and Sanitation
    Abstract: Kenya's north and northeastern region is a host to 11 percent of the total population scattered across 63 percent of the country's landmass. The arid and semi-arid region experiences recurrent droughts that create vulnerabilities for the nomadic pastoralist communities, pervasive insecurity, suffers fragility, and has been a host to the largest population of refugees in sub-Saharan Africa over the last three decades. These policy choices contributed to the significant lag in most of the development indicators for this region compared to the rest of the country. The region has huge infrastructure deficits, low literacy rates, and contributes only a modest 4.7 percent to the national gross domestic product. To address the socio-economic disparities and inequality challenges, the Government of Kenya with support from World Bank (WB) launched the North and Northeastern Development Initiative (NEDI) in 2018. The NEDI, the region's first significant, integrated, and transformative investment, cuts across foundational sectors including energy, water, transport, social protection, displacement, and agriculture
    DOI: 10.1596/40174
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 23
    Online Resource
    Online Resource
    The Adequacy of Public Expenditure on Education and the Needs Post-COVID-19 : April 2023 (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 11872
    Keywords: Access and Equity in Basic Education ; Covid-19 Pandemic Impact On Education Spending ; Curriculum and Instruction ; Education ; Education Finance ; Education Funding Indicators ; Education Reform ; Education Reform and Management ; Education Spending Per Child ; Educational Outcome Focus ; Evidence-Based Education Policy ; Gender Equity in Education ; Teacher Effectiveness
    Abstract: Education needs to recover the space it lost in national budgets because of COVID-19. Many LICs and LMICs decreased the prioritization of education spending with the onset of COVID-19. Half of these countries reduced their annual spending on education in 2020, compared to 28 percent in 2019. Emerging evidence suggests that after falling in 2020, the share of education in national budgets of LICs and MICs recovered in 2021 but by 2022 it remained below its 2019 pre-pandemic level. Meanwhile, many HICs protected education shares over that period and some even increased resources specifically for learning recovery. Education financing needs to expand to ensure sufficient per-capita spending to meet national education goals. Given variation across countries, common international benchmarks on education spending should not be used deterministically to assess the adequacy of financing. Spending per school-age child, the most accurate indicator of financing adequacy, averages US53 dollars in LICs, US318 dollars in LMICs, US980 dollars in UMICs and US7,800 dollars in HICs. These stark differences surpass differences in countries' living standards and costs of delivering education services. Many LICs and LMICs that meet common international benchmarks on education spending (such as 4-6 percent of GDP or 15-20 percent of public budgets) still spend very little per school-age child due to their small state budgets and large young populations
    DOI: 10.1596/40619
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 24
    Online Resource
    Online Resource
    Supporting Education for Recovery from the Earthquake Emergency : Policy Note (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 11872
    Keywords: Adaptation to Climate Change ; Childhood Trauma ; Climate Change and Health ; Disability ; Earthquake Impact On Learning ; Earthquake-Related Learning Loss ; Economic Consequences Of Trauma ; Economic Impact Of Trauma ; Education ; Emotional Damage From Disasters ; Labor Markets ; Post-Traumatic Stress and Learning ; Psychosocial Impact Of Natural Disaster
    Abstract: The recent earthquakes in 11 provinces in Turkiye affected the learning of more than 5 million students. The natural disasters occurred during a global economic contraction and regional conflicts just after special circumstances caused by the COVID-19 pandemic. These challenges resulted in learning losses, emotional and psychosocial damages with expensive economic consequences that is estimated at more than 3.5 percent reduction in Gross Domestic Product (GDP) annually if not tackled carefully and in a timely manner. These challenges require policy decisions to protect the education system and the learning and skills assets given the political commitment to build back better. This report (i) quantified the challenges, (ii) evaluated the immediate steps taken since the 6th of February by the Ministry of National Education (MoNE) and proposes an emergency response system that can be deployed during future disasters and crises, and (iii) recommends a roadmap to support the education system for recovery from the earthquake emergency. The roadmap focuses on the earthquake regions and consists of (i) institutionalizing of an integrated national program targeting education and care aiming at a strong head start for 3-, 4- and 5-years old children and support to mothers and families; (ii) supporting green and resilient reconstruction to provide a learning environment for all children; (iii) establishing a learning catching up program for acceleration and support towards learning and wellbeing of vulnerable groups; (iv) securing the skills asset for improved production and economic growth with a futuristic vision towards green and technological innovations aiming at signature programs in general secondary, vocational education, professional and higher education focusing on the skilling and reskilling agendas; and finally (v) establishing a national center of excellence for education management in emergencies
    DOI: 10.1596/40536
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 25
    Online Resource
    Online Resource
    Protecting Human Capital Through Shocks and Crises : How lessons learned from the COVID-19 response across Eastern Europe and the South Caucasus can be used to build better and more resilient human development systems (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Social Analysis
    Keywords: COVID-19 ; Disease Control and Prevention ; ECA ; Education ; Education Reform and Management ; Health and Education ; Health, Nutrition and Population ; Human Capital ; Resilience ; Social Protections and Assistance ; Social Protections and Labor
    Abstract: Risk and uncertainty are on the rise, and countries across Europe and Central Asia (ECA) are not immune from it. The region is being hit by crises, conflicts, and continued uncertainty that are negatively affecting people's livelihoods in the short term and prosperity in the long term. Then COVID-19 hit, inflicting massive harm on people's wellbeing, livelihoods, and human capital. Lockdowns prevented people from working, school closures prevented students from learning, and overwhelmed hospitals had to defer important treatments. This report explores how to strengthen the resilience of health, education, and social protection systems to better protect people's human capital from the long-term effects of recurrent shocks and crises
    DOI: 10.1596/39716
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 26
    Online Resource
    Online Resource
    Unlocking Women's and Girls' Potential : The status of women and girls relative to men and boys in Guinea (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Country Gender Assessment
    Keywords: Access and Equity in Basic Education ; Contraceptive Use ; Cutting ; Education ; Female Genital Mutilation ; Gender ; Gender and Health ; Gender and Law ; Gender and Poverty ; Gender-Based Violence ; Girls Education Status ; Maternal Health Access ; Social Conflict and Violence ; Social Development ; Women's Access To Health Services ; Women's Agency ; Women's Economic Opportunity
    Abstract: Evidence shows that Guinean women and girls face important barriers across all dimensions of well-being that prevent them from having access to opportunities on an equal footing with men. The poor agency of women and girls, as reflected in the high prevalence of discriminatory legal and social norms, translates into gaps in health, education, employment, and entrepreneurship, ultimately undermining their capacity to fulfill their potential and imposing important societal costs. This report presents a summary of the key challenges facing Guinean women and girls relative to men and boys. The report has a particular focus on early family formation, a common phenomenon in the country with important implications for girls' and women's well-being and opportunities in life. On the basis of this diagnostic and a review of evidence of what works, the report proposes some strategic lines of action to address the existing constraints and effectively empower Guinean women
    DOI: 10.1596/39798
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 27
    Online Resource
    Online Resource
    Analysis of Teacher Stock versus Flow in Primary Education in East Asia and the Pacific Middle-Income Countries : A Simple Model and Results from Simulation between 2020 and 2030 (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (11 pages)
    Parallel Title: Erscheint auch als Tanaka, Nobuyuki Analysis of Teacher Stock versus Flow in Primary Education in East Asia and the Pacific Middle-Income Countries: A Simple Model and Results from Simulation between 2020 and 2030
    Keywords: Curriculum and Instruction ; Education ; Literacy ; Primary Education Professional Development ; Teacher Quality ; Teacher Training ; Teacher Workforce Planning
    Abstract: Too many children are not learning to read in the East Asia and Pacific region's middle-income countries. In some countries in the region, such as the Lao People's Democratic Republic and the Philippines, more than 90 percent of 10-year-olds cannot read and understand an age-appropriate text. To accelerate learning in these countries, better teaching will be needed. To improve teacher quality in the next 10 years, where should countries focus their attention? On improving the teaching skills and content knowledge of their existing stock of teachers, on recruiting and better training new teachers, or on doing both? This paper contributes to this discussion by addressing two policy questions: (i) will East Asia and Pacific's middle-income countries need more or fewer teachers in the coming decade, and (ii) quantitatively, how important will the newly recruited teachers be (the flow) relative to the teaching workforce who have already been recruited (the stock)? To answer these questions, the paper uses a simple model that projects the required number of primary school teachers in each of the East Asia and Pacific region's 22 middle-income countries. The model is based on several factors, such as: (i) the size of future cohorts of children, (ii) the proportion of those cohorts who end up in school, (iii) the pupil-to-teacher ratio, and (iv) teacher attrition. Two key messages emerge with an important policy implication. First, significant heterogeneity exists across the 22 countries, with seven countries projected to need fewer teachers overall in the next 10 years relative to the teacher stock in 2020, while the rest will need to expand their teacher workforce. Second, despite this heterogeneity, in every East Asia and Pacific country, teachers who are already "in the system" are expected to constitute the majority of teachers still employed in 2030. In some countries, teachers who have already been recruited will constitute more than 70 percent of those who will be in schools in 2030. The finding has an important policy implication, namely: if countries want to improve the quality of teaching in schools, their primary focus in the next 10 years should be on improving the stock, that is, the quality of their current teacher workforce (through more and better teacher professional development)
    DOI: 10.1596/1813-9450-10479
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 28
    Online Resource
    Online Resource
    Building Better Formal TVET Systems : Principles and Practice in Low- and Middle-Income Countries (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Education ; Education Reform and Management ; Evolving Skills ; Labor Markets ; Low-Income Countries ; Middle-Income Countries ; Social Protections and Labor ; Technical and Vocational Education and Training ; TVET
    Abstract: Reform of formal technical and vocational education and training (TVET) is urgently needed in most low- and middle-income countries. Demographic trends, coupled with higher rates of students completing lower levels of education, can lead to an exponential increase in the number of secondary TVET students in the next 20 years, particularly in low-income countries (LICs). However, there are significant risks attached to expanding a system that is often considered a second-tier educational track and to which challenged learners are often directed. Because of a broken link between TVET systems and labor markets in low- and middle-income countries (LICs and MICs, together: L/MICs), TVET cannot deliver on its promise. The urgency is compounded by megatrends associated with globalization, technological progress, demographic transformation, and climate change, which affect both skills demand and the distribution of economic opportunities. This report offers guidance to policymakers designing and implementing TVET reforms, emphasizing core principles and practical considerations for L/MICs. There is much to be learned from recent L/MIC reform experiences like those in Bangladesh, El Salvador, and Mongolia, about identifying effective reform strategies and the likely impact of megatrends on future demand for TVET. The report focuses on secondary and post-secondary non-tertiary formal TVET, defined as TVET obtained within the formal education system that leads to diplomas, degrees, or other formal certifications. This overview, summarizing the main messages from the report, has three parts. The first, the TVET Promise, looks at the potential of TVET systems to deliver access to equitable, quality, and relevant training and contribute to employment and productivity. The second, the TVET Challenge, articulates the main limitations in practice for L/MIC TVET systems. The third, the Way Forward to Better TVET, proposes three interrelated transformations (three E's) and six policy priorities to help TVET deliver on its promise in L/MICs
    DOI: 10.1596/40072
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 29
    Online Resource
    Online Resource
    Foundational Learning Compact Umbrella Trust Fund Progress Report : January 2021 - September 2022 (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: COVID-19 ; Edtech ; Education ; Education Indicators and Statistics ; Education Reform and Management ; FLC ; Foundational Learning ; Teachers
    Abstract: The FLC Progress Report showcases initiatives that have helped create tools and knowledge for countries to improve foundational learning through their educational systems. Since it is the first such report for the FLC, it will cover the transition to the FLC from the previous SABER3 program to its incarnation as the FLC umbrella trust fund. It will also examine recent and current challenges, including the slowdown in the pace of implementation during the COVID related school and ministry closures. The pandemic both stymied and shaped how the FLC initiatives worked, where we worked, and when we worked. We have had to adapt. Fortunately, implementation has picked up in the last year and technical teams have been working tirelessly to accelerate implementation
    DOI: 10.1596/40398
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 30
    Online Resource
    Online Resource
    An Assessment of Gender Gaps in Liberia through a Women's Empowerment Lens (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2190
    Keywords: Education ; Empowerment Factors ; Gender and Development ; Gender and Economics ; Gender and Education ; Gender and Health ; Gender Equality ; Gender Gap ; Health ; Labor ; Labor and Employment Law ; Law and Development ; Women's Empowerment
    Abstract: Advancing gender equality by strengthening women's empowerment is essential for improving development outcomes in Liberia. This report draws on existing literature and data review, as well as new qualitative evidence collected in Liberia. It shows that despite some progress, significant gender gaps still hold back the individual well-being of half of the population. Although abject poverty is part of the story, formal and informal institutions that shift the balance of decision-making power and access to resources away from women also disempower. Eliminating institutional and resource constraints and strengthening women's ability to make choices to improve their lives can leverage women's skills and talents and enhance their contributions to a more prosperous and sustainable Liberia. This report is grounded in the concepts underlying women's and girls' empowerment - namely, a process whereby women and girls who have been denied the ability to make choices and realize them acquire such an ability. The analysis is focused on identifying the constraints Liberian women face in achieving better outcomes in education, health, and productive employment, through the lens of the three pillars of empowerment: context, resources, and agency
    DOI: 10.1596/40333
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 31
    Online Resource
    Online Resource
    Rule-Based Civil Service : Evidence from a Nationwide Teacher Reform in Mexico (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (41 pages)
    Parallel Title: Erscheint auch als Bedoya, Juan Rule-Based Civil Service: Evidence from a Nationwide Teacher Reform in Mexico
    Keywords: Administrative and Civil Service Reform ; Civil Service Employment ; Civil Service Reform ; Education ; Education Reform and Management ; Effective Schools and Teachers ; Rule-Based Teacher Hiring ; Social Protections and Labor ; Teacher Hiring Methods ; Teacher Quality
    Abstract: This paper studies the effect of a civil service reform on the skills profile of new teachers in Mexico. The reform mandated the use of rule-based recruitment over discretionary hiring. The results show that the reform led to hiring teachers with higher cognitive skills. The paper also shows that an improvement in the bottom of the skills distribution of new hires drove this change. Two channels explain these effects. First, the reform decreased the prevalence of discretionary hires, who tended to be drawn from the bottom of the skills distribution. Second, the reform improved the screening efficiency of rule-based hiring, making cognitive skills more important determinants of hiring outcomes
    DOI: 10.1596/1813-9450-10540
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 32
    Online Resource
    Online Resource
    Plant Closings and the Labor Market Outcomes of Displaced Workers : Evidence from Mexico (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (35 pages)
    Parallel Title: Erscheint auch als Arias, Francisco Plant Closings and the Labor Market Outcomes of Displaced Workers: Evidence from Mexico
    Keywords: Difference in Difference ; Education ; Education and Employment ; Employment and Unemployment ; Gender ; Gender and Economic Policy ; Gender and Employment ; Job Displacement ; Job Loss Impact by Education ; Labor Market ; Poverty Reduction ; Wages ; Wages, Compensation and Benefits
    Abstract: This paper investigates the impacts of job displacement on subsequent labor market outcomes, focusing on differentiated effects by educational groups and gender. The findings show that job separations caused by plant closings result in sizable and long-lasting wage reductions, with an average decline of -7.5 percent over a nine-year period relative to workers who did not experience job losses. A stronger effect is estimated for highly educated workers than for low educated workers, with initial effects being 18.4 and 9 percent wage drops, respectively. For working hours, the effect on low educated workers is double the effect on highly educated workers, with 3.0 and 1.5 additional hours per week, respectively. Using the rotating panel of the survey, difference in differences coefficients are estimated, removing time-invariant individual heterogeneity. Compared to ordinary least squares, the difference in differences estimates reduce the magnitude of the average impacts of plant closing on wages, from -7.5 to -4.7 percent, and on working hours from 1.4 to 0.53 additional hours. These results suggest that the ordinary least squares estimates are upwardly biased due to omitted individual worker heterogeneity. The paper discusses another potential remaining source of endogeneity concerning the quality of the match between employers and workers
    DOI: 10.1596/1813-9450-10536
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 33
    Online Resource
    Online Resource
    Zanzibar Basic Education Public Expenditure Review (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Public Expenditure Review
    Keywords: Access To Finance ; Basic Education Financing ; Education ; Education Sector Strategy and Lending ; Finance and Financial Sector Development ; Financial Regulation and Supervision ; Policies ; Public and Municipal Finance ; Public Funding ; Public Spending ; Zanzibar
    Abstract: Since 2015, because of healthy economic growth and a strong commitment to strengthening human capital, Zanzibar has made significant progress in the provision of good quality basic education services. Government spending has risen and has supported ambitious plans to provide inclusive and equitable access to quality education and skills training. Since 2015, sector targets for increasing access to public services were largely met in education, and in some instances surpassed. Yet despite these significant successes, the basic education sector continues to face challenges in providing good-quality services and reaching the marginalized. This Zanzibar Basic Education Public Expenditure Review aims to: (i) assess the scale of the financing challenge in basic education (preprimary, primary, and secondary education); (ii) analyze the adequacy, efficiency, and equity of current levels and uses of public spending on education; and (iii) from this analysis, and drawing on relevant international practices, present a set of policy suggestions for improvements in public funding for basic education in Zanzibar
    DOI: 10.1596/40223
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 34
    Online Resource
    Online Resource
    Greening Public Human Development Buildings in Croatia : Support for the Implementation of the European Green Deal in the Croatian Health and Education Sectors (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Education ; Environment ; Environment and Health ; European Union Green Deal (EUGD) Implementation ; Green Issues ; Greening HD Infrastructure ; Health Policy and Management, Education Sector Strategy ; Health, Nutrition and Population, Education Reform and Management ; Human Development Buildings ; Sustainable Public Buildings ; Sustainable Public Health Facilities
    Abstract: The goal of this policy note is twofold: first, to identify and propose how to address some of the key regulatory and implementation hurdles that Croatia and potentially other EU Member States are facing in greening their HD infrastructure while improving HD outcomes; and second, to compile best practices and examples in green design, construction, and renovation of public HD buildings. The Note will also provide guidance and encourage dialogue among relevant policy makers at national, regional, and local levels, and with targeted clients. Furthermore, the recommendations would address the importance of green skills development and other related topics relevant to the implementation of EUGD. Overall, the analysis results and the recommendations on these issues could also be useful for World Bank experts and other external stakeholders focused on the green economy and human development
    DOI: 10.1596/39825
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 35
    Online Resource
    Online Resource
    The Longer Students Were Out of School, the Less they Learned (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (17 pages)
    Parallel Title: Erscheint auch als Patrinos, Harry Anthony The Longer Students Were Out of School, the Less they Learned
    Keywords: Covid-19 Pandemic ; Education ; Education and Society ; Emergency Remote Learning ; Learning Loss ; Quality Of Remote Teaching ; School Closure ; Vaccination and Education
    Abstract: COVID-19 led to school closures and emergency remote learning systems. It is feared that students learned less when they were remote. This paper analyzes school closures during the pandemic using a unique data base. The determinants of the duration of school closures estimates were used to instrument school closures - stringency of lockdown and vaccination - and causally estimate the impact of duration on learning. It is estimated that for every week that schools were closed, learning levels declined by almost 1 percent of a standard deviation. This means that a 20 week closure, for example, would reduce learning outcomes by 0.20 standard deviation, almost one year of schooling
    DOI: 10.1596/1813-9450-10420
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 36
    Online Resource
    Online Resource
    Improving Enrollment and Learning through Videos and Mobiles : Experimental Evidence from Northern Nigeria (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (69 pages)
    Parallel Title: Erscheint auch als Orozco-Olvera, Victor Improving Enrollment and Learning through Videos and Mobiles: Experimental Evidence from Northern Nigeria
    Keywords: Basic Education ; DIME ; Disruptive Technologies ; Early Marriage ; Early Parenthood ; Education ; Education and Digital Divide ; Gender Bias ; Gender Norms ; Girls Aspirations ; Learning ; Learning Poverty ; School Enrollment ; Self-Efficacy
    Abstract: In northern Nigeria, half of primary school-age children attend school, half of girls are married before turning 15, and one in five people can read a whole sentence. Conducted in rural, low literate communities governed by traditional norms, this paper presents the results of a cluster randomized controlled trial that tested community screenings to reshape parental aspirations and attitudes toward education, and as a reinforcing arm, the distribution of mobiles with engaging apps to teach 6-9-year-old children to read. Twelve months after the screenings, children were 42 percent less likely to be out of school, but as expected, their learning levels did not improve. In the communities that were provided the mobile reinforcer, literacy and numeracy skills increased by 0.46 and 0.63 standard deviation, respectively. The impacts of the combined intervention on school attendance and learning gains were similar for boys and girls. For non-targeted older siblings, the intervention increased learning by 0.34 and 0.47 standard deviation and reduced the likelihood of teenage pregnancy and early entrance into the labor market by 13 and 14 percent, respectively. The mechanisms behind these effects include improved parental aspirations and expectations, improved attitudes and social norms, higher self-efficacy beliefs of parents, and increased time for home learning activities. Relative to other educational investments that have been evaluated in developing countries, the combined intervention is highly effective and cost-effective
    DOI: 10.1596/1813-9450-10413
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 37
    Online Resource
    Online Resource
    Uganda Poverty Assessment Overview : Strengthening Resilience to Accelerate Poverty Reduction in Uganda (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Poverty Assessment
    Keywords: Education ; Inequality ; Limited Safety Nets ; Poverty Assessment ; Poverty Monitoring and Analysis, Poverty ; Poverty Reduction, Inequality ; Rural Households ; Telecommunications Sector
    Abstract: The share of Uganda's population that lives below the poverty line has fluctuated over the last seven years, greatly influenced by shocks that have tested the resilience of the people. The COVID-19 pandemic pushed both urban and rural residents into poverty. Inequality, which reflects the extent to which different population groups benefit from Gross Domestic Product (GDP) growth, and affects the transmission of growth into poverty reduction, remained largely unchanged over this period and may even have worsened in urban areas. The findings of this report show that previously identified patterns and drivers of Uganda's poverty changes persisted well into 2020 - shaped by low productivity and high vulnerability. Identified inequality of economic opportunities and unequal accumulation of the human capital could hold back structural change in employment. Accelerating poverty reduction in such a setting requires a two-pronged strategy. While at the macroeconomic level, policies addressing growth fundamentals are important for reducing poverty, from a microeconomic perspective, the report's analysis shows that two strategies will be crucial. The first strategy is to lift the productivity and incomes of poor households in both rural and urban areas. While tackling agricultural productivity and job creation are at the top of the agenda here, making mobile phone services more widely accessible and affordable is a potential opportunity. The second strategy is to strengthen people's resilience to shocks, particularly in rural areas. To have an impact, policies in both these areas will have to address the inequality in opportunities analyzed in the report. This document provides an overview of key report findings and identifies priority actions
    DOI: 10.1596/39855
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 38
    Online Resource
    Online Resource
    Improving Reading Abilities, Attitudes and Practices during COVID : Results from a Home-Based Intervention of Supplementary Texts for young Readers in Cambodia (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (37 pages)
    Parallel Title: Erscheint auch als Crawford, Michael F Improving Reading Abilities, Attitudes and Practices during COVID: Results from a Home-Based Intervention of Supplementary Texts for young Readers in Cambodia
    Keywords: Early Grade Parental Involvement ; Early Reading ; Education ; Learning Poverty ; Literacy ; Literacy Improvement ; Parents Reading Attitude ; Primary Education ; Quality Education ; Supplementary Reading Materials ; Teaching and Learning Materials
    Abstract: This paper provides results from the randomized control trial project, Promoting Development and Home Reading of Supplementary Texts for Young Readers in Cambodia. One control and three treatment groups were assessed on how literacy and reading habits changed when households were provided a variety of high-quality and low-cost early reading materials along with varying degrees of encouragement toward building better reading habits. The findings show that providing books in isolation was not enough. Rather, books in conjunction with a network of reading supports was found to be an effective means to boost reading outcomes, including reading proficiency measures, frequency of reading, and attitudes toward reading. The results highlight the need for at-home reading materials in poor households as an integral step to improve early reading
    DOI: 10.1596/1813-9450-10416
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 39
    Online Resource
    Online Resource
    Policy Lessons on Empowering Adolescent Girls (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Gender Innovation Lab Federation Causal Evidence Series
    Keywords: Adolescent Girls ; Education ; Gender ; Gender and Education ; Gender and Social Policy ; Gender Monitoring and Evaluation ; Girls Empowerment ; Life Skills
    Abstract: Adolescent girls face multiple challenges that restrict their horizons. They have to make decisions about employment and fertility at an early age with limited access to formal education and under restrictive social norms. Domestic responsibilities limit their time in school and educational achievement, in turn curtailing their ability to enter the labor force. The GIL Federation is generating rigorous evidence on what works, and what does not, in empowering adolescent girls. This note presents evidence on five key findings
    DOI: 10.1596/39426
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 40
    Online Resource
    Online Resource
    Policy Lessons on Supporting Women Entrepreneurs (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Gender Innovation Lab Federation Causal Evidence Series
    Keywords: Education ; Gender ; Gender and Development ; Gender and Economics ; Gender and Education ; Gender Monitoring and Evaluation ; Innovation ; Socio-Emotional Skills ; Women Entrepreneurs
    Abstract: Entrepreneurship can be a pathway to employment and economic empowerment for women. Over half of the women in developing countries are or aspire to be entrepreneurs, but most of them run subsistence oriented micro-businesses that are not seen as key drivers of innovation and growth. Among formal firms, the share of women-led businesses decreases as the size of the firm increases. Multiple factors-including lack of skills, networks, and access to finance, technology, and markets-constrain women's decision to become entrepreneurs and affect their choices concerning which sector to enter, how much to put into their firms, and which business practices and technology to adopt. Contextual factors, such as social norms, access to childcare, and risk of gender-based violence, also contribute to the gender gap in firm performance documented by the Africa GIL and the EAP GIL. The GIL Federation is generating rigorous evidence around the world to understand what works, and what does not, in addressing the differential constraints restricting the growth of women-led firms. This note presents evidence on five key findings
    DOI: 10.1596/39427
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 41
    Online Resource
    Online Resource
    Digital Transformation of Philippine Higher Education (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Connectivity ; Digital Transformation ; Education ; Education For the Knowledge Economy ; Government Information Network ; Higher Education ; Higher Education Reform ; ICT Applications ; ICT Policy and Strategies ; Information and Communication Technologies ; Internet ; Social Protections and Labor ; Vocational and Technical Education
    Abstract: The Digital Transformation of Philippine Higher Education recommends a medium-term strategy for the Commission on Higher Education (CHED). Chapter 1 presents an overview of the Philippine higher education sector and analyzes the sectoral and country context for digital transformation of higher education. Chapter 2 discusses the foundations and pillars that support digital transformation as well as the building blocks of common and shared platforms and services for students and academic, research, and administrative stakeholders in higher education. Based on the findings in Chapter 1 and global good practices on digital transformation in Chapter 2, Chapter 3 recommends strategic goals and actions for CHED and HEIs as well as other higher education key players to digitally transform Philippine higher education
    DOI: 10.1596/38481
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 42
    Online Resource
    Online Resource
    Steering the Human Development Strategy for a Sustainable Green Economy in the Slovak Republic (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Active Labor Market Program ; Adult Skills Development ; Basic Green Skills ; Education ; Education Reform and Management ; Educational Outcome Policy ; Environment ; Green Issues ; Green Transition Skills Development ; Human Capital Crisis ; Science and Technology Development ; Skills Development and Labor Force Training, Digital Skills Development ; Social Protections and Labor, Economics of Education
    Abstract: The rippling effects of multiple overlapping crises on the economy, declining education outcomes, and inability of the education system to meet the upcoming needs of the labor market puts the Slovak Republic in a human capital crisis. There is a misalignment between the supply and outcomes of the education system and requirements of the labor market. Education-to-work pathways through vocational and tertiary education are insufficient to prepare students for the green economy transition. Education-to-work pathways need to be flexible to align worker choices with needs of the labor market. This policy note provides a deep dive into the education situation in the Slovak Republic and proposes specific policy recommendations aiming at the skilling and reskilling toward the green and digital agenda, utilizing European and international experiences in this area
    DOI: 10.1596/39823
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 43
    Online Resource
    Online Resource
    From Good to Great in Indian Tertiary Education : Realizing the Promise of the National Education Policy (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Access and Equity ; Education ; Education Indicators and Statistics ; Education Reform and Management ; Gender and Education ; Girls and Stem ; National Education Policy ; Tertiary Education System
    Abstract: India has one of the largest and fastest-growing tertiary education systems in the world. The system enrolls 37 million students across nearly 50,000 institutions. The recently endorsed National Education Policy (NEP) aims at a further doubling of the gross enrollment ratio in higher education from 26.3 percent to 50 percent by 2035. Despite its size and growth rate, and the emphasis placed on tertiary education by Indian policymakers in recent times, the system has faced continuous challenges of equitable access, quality, governance, and financing, with the quality of inputs and outputs not keeping pace with the expansion of the sector. The World Bank has supported tertiary education in India through a series of engagements in technical education at the national level, and general tertiary education in specific states. The NEP's proposal for broad-based tertiary education reforms as a key step toward transforming the tertiary education sector in India aligns with the Bank's global tertiary education strategy and presents an opportunity for the Bank's engagement in this area through analytic work, dialogue with key stakeholders, and strategic engagement with states and tertiary education institutions. Based on this analysis, the World Bank in 2020-2021 expanded its engagement in Indian tertiary education through dedicated analytical and advisory work in the NEP context. Focusing on the areas of access and equity, employability, digitalization, internationalization, academic careers, governance, funding, as well as quality assurance, the World Bank conducted a series of virtual events and prepared technical reports discussing the status quo in Indian tertiary education in the context of the proposed NEP reforms and international trends. The report at hand provides a summary of the outcomes of this work
    DOI: 10.1596/39582
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 44
    Online Resource
    Online Resource
    Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (42 pages)
    Parallel Title: Erscheint auch als Krafft, Caroline Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt
    Keywords: Children and Youth ; Early Childhood Development ; Education ; Education Quality ; Home Environment ; Inequality ; Poverty Reduction ; Pre-Primary ; Pre-Primary Child Development Investment ; Primary Education Investment ; School Readiness Indicators ; Social Development ; Socioeconomic Inquality
    Abstract: By the time children in low- and middle-income countries start primary school, large socioeconomic disparities are evident in children's learning and development. Both pre-primary and home environments can play important roles in influencing school readiness and can contribute to disparities in early childhood development, but there is limited evidence on their relative roles in low- and middle-income countries. This paper examines how pre-primary quality, stimulation at home, and early childhood development vary by socioeconomic status for pre-primary students in the Arab Republic of Egypt. The results demonstrate substantial socioeconomic inequality in stimulation at home, more so than in pre-primary quality and inputs, although there is variation in the degree of inequality across different dimensions of pre-primary quality. "Double inequality" is observed, where students with less stimulating home environments experience slightly lower quality pre-primary inputs. There are particularly large pre-primary inequities in structural quality (physical environment) and less inequity in process quality (pedagogy). These results suggest that targeted investments in pre-primary education in Egypt are necessary to reduce inequality in school readiness but are likely insufficient to close the socioeconomic status gap in children's development. Investing in interventions to improve vulnerable children's home learning environments, as well as investing in quality pre-primary, is critical to address disparities in children's development
    DOI: 10.1596/1813-9450-10317
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 45
    Online Resource
    Online Resource
    Human Capital and Climate Change (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (27 pages)
    Parallel Title: Erscheint auch als Angrist, Noam Human Capital and Climate Change
    Keywords: Bildung ; Klimawandel ; Humankapital ; Wirkungsanalyse ; Verbrauchereinstellung ; Politische Einstellung ; Wahlverhalten ; Umweltökonomik ; EU-Staaten ; Climate Change ; Compulsory Education Laws ; Compulsory Schooling ; Curriculum and Instruction ; Education ; Environmental Curriculum ; Human Capital ; Voting
    Abstract: Addressing climate change requires individual behavior change and voter support for pro-climate policies, yet surprisingly little is known about how to achieve these outcomes. This paper estimates causal effects of additional education on pro-climate outcomes using new compulsory schooling law data across 16 European countries. It analyzes effects on pro-climate beliefs, behaviors, policy preferences, and novel data on voting for green parties-a particularly consequential outcome to combat climate change. Results show a year of education increases pro-climate beliefs, behaviors, most policy preferences, and green voting, with voting gains equivalent to a substantial 35% increase
    DOI: 10.1596/1813-9450-10316
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 46
    Online Resource
    Online Resource
    The Effects of Differential Exposure to COVID-19 on Educational Outcomes in Guatemala (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (45 pages)
    Parallel Title: Erscheint auch als Ham, Andres The Effects of Differential Exposure to COVID-19 on Educational Outcomes in Guatemala
    Keywords: COVID Impace on Student Learning ; COVID-19 Differential Exposure ; COVID-19 Impact on Education ; Dropout Rate ; Education ; Educational Policy and Planning ; Government Education Policy ; Grade Promotion During Pandemic ; School Switching
    Abstract: This paper studies the effects of differential exposure to COVID-19 on educational outcomes in Guatemala. The government adopted a warning index (ranging from 0 to 10) to classify municipalities by infection rates in 2020, which was then used by the Ministry of Education in 2021 to establish a "stoplight" system for in-person instruction. Using administrative panel data for all students in Guatemala, the study employs a difference-in-differences strategy that leverages municipal differences over time in the warning index to estimate the effects of the pandemic on dropout, promotion, and school switching. The results show that municipalities with a higher warning index had significantly larger dropout, lower promotion rates, and a greater share of students switching from private to public schools. These effects were more pronounced during the first year of the pandemic. The findings show differential effects by the level of instruction, with greater losses for younger children in initial and primary education. The results are robust to specification choice, multiple hypothesis adjustments, and placebo experiments, suggesting that the pandemic has had heterogeneous consequences
    DOI: 10.1596/1813-9450-10308
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 47
    Online Resource
    Online Resource
    Long-Lived Consequences of Rapid Scale-Up? : The Case of Free Primary Education in Six Sub-Saharan African Countries (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (49 pages)
    Parallel Title: Erscheint auch als Filmer, Deon Long-Lived Consequences of Rapid Scale-Up? The Case of Free Primary Education in Six Sub-Saharan African Countries
    Keywords: Classroom Teachers Performance ; Education ; Education System ; Free Primary Education ; Learning Outcomes ; Primary Education ; School Reforms ; Teacher Quality
    Abstract: Across six Sub-Saharan African countries, grade 4 students of teachers who were hired after a free primary education reform perform worse, on average, on language and math tests-statistically significantly so in language-than students of teachers who were hired before the reform. Teachers who were hired just after the reform also perform worse, on average, on tests of subject content knowledge than those hired before the reform. The results are sensitive to the time frames considered in the analysis, and aggregate results mask substantial variation across countries-gaps are large and significant in some countries but negligible in others. Analysis of teacher demographic and education characteristics-including education level or teacher certification-as well as teacher classroom-level behaviors reveals few systematic differences associated with being hired pre- or post-reform
    DOI: 10.1596/1813-9450-10310
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 48
    Online Resource
    Online Resource
    Maternal Work and Children's Development : Examining 20 Years of Evidence (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (27 pages)
    Parallel Title: Erscheint auch als Lo Bue, Maria C Maternal Work and Children's Development: Examining 20 Years of Evidence
    Keywords: Child Development ; Child Welfare ; Childcare ; Early Child and Children's Health ; Education ; Gender Equality ; Health, Nutrition and Population ; Household Income ; Industry and trade ; Maternal Labor Force Participation ; Maternal Work Review of Evidence ; Quality Daycare
    Abstract: Maternal work may affect children positively through increased household income, higher control of mothers over available income, and expansion of maternal information networks through work contacts and greater decision-making power of mothers as they become more economically empowered. However, maternal work may reduce maternal time spent with children. If maternal time is not substituted for time of equal quality by other caregivers, children's development may be penalized. Stress associated with work may also decrease the quality of parenting. This review summarizes causal evidence on the relationship between maternal work and children's development. The majority causal studies find positive or 0 impacts of maternal work on children's development
    DOI: 10.1596/1813-9450-10305
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 49
    Online Resource
    Online Resource
    Growing up Together : Sibling Correlation, Parental Influence, and Intergenerational Educational Mobility in Developing Countries (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (48 pages)
    Parallel Title: Erscheint auch als Ahsan, Md. Nazmul Growing up Together: Sibling Correlation, Parental Influence, and Intergenerational Educational Mobility in Developing Countries
    Keywords: Access and Equity in Basic Education ; Decomposition ; Demographic and Health Surveys (DHS) ; Education ; Educational Populations ; Intergenerational Mobility ; Intergenerational Share ; Regional Educational Mobility Trends ; Sibling Correlation ; Social Analysis ; Social Development ; Years of Schooling
    Abstract: This paper presents credible and comparable evidence on intergenerational educational mobility in 53 developing countries using sibling correlation as a measure, and data from 230 waves of Demographic and Health Surveys. It is the first paper to provide estimates of sibling correlation in schooling for a large number of developing countries using high quality standardized data. Sibling correlation is an omnibus measure of mobility as it captures observed and unobserved family and neighborhood factors shared by siblings when growing up together. The estimates suggest that sibling correlation in schooling in developing countries is much higher (average 0.59) than that in developed countries (average 0.41). There is substantial spatial heterogeneity across regions, with Latin America and Caribbean having the highest (0.65) and Europe and Central Asia the lowest (0.48) estimates. Country level heterogeneity within a region is more pronounced. The evolution of sibling correlation suggests a variety of mobility experiences, with some regions registering a monotonically declining trend from the 1970s birth cohort to the 1990s birth cohort (Latin America and the Caribbean and East Asia and Pacific), while others remained trapped in stagnancy (South Asia and Sub-Saharan Africa). The only region that experienced monotonically increasing sibling correlation is the Middle East and North Africa. The recent approach of Bingley and Cappellari (2019) is used to estimate the share of sibling correlation due to intergenerational transmission. The estimates show that when the homogeneity and independence assumptions implicit in the standard model of intergenerational transmission are relaxed, the estimated share is much larger. In the sample of countries, on average 74 percent of sibling correlation can be attributed to intergenerational transmission, while there are some countries where the share is more than 80 percent (most in Sub-Saharan Africa). This suggests a dominant role for parents in determining the educational opportunities of their children. Evidence on the evolution of the intergenerational share, however, suggests a declining importance of the intergenerational transmission component in many countries, but the pattern is diverse. In some cases, the trend in the intergenerational share is opposite to the trend in sibling correlation
    DOI: 10.1596/1813-9450-10285
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 50
    Online Resource
    Online Resource
    Policy Lessons on Improving Education Outcomes (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Gender Innovation Lab Federation Causal Evidence Series
    Keywords: Education ; Gender ; Gender and Development ; Gender and Education ; Gender Gap ; Gender Monitoring and Evaluation ; Improvement ; Training
    Abstract: Significant progress has been made in closing gender gaps in primary and secondary enrollment rates worldwide. However, girls still have lower expected years of schooling than boys in some regions, particularly in Sub-Saharan Africa, and boys have worse educational outcomes than girls in other countries, most notably in Latin America and the Caribbean. Barriers to the continuation of schooling for girls are linked to child marriage, early pregnancies, sexual harassment, and social norms around girls' education. The COVID-19 pandemic has also impacted schooling of both girls and boys. The transition to remote learning hurt girls who often have fewer technical skills and less access to the internet than boys.3 In other cases, boys had higher economic opportunities than girls and were more likely to drop out from school in response to the economic stress generated by the pandemic.4 The GIL Federation is generating rigorous evidence around the world to understand what works, and what does not, in narrowing gender gaps in education. This note presents evidence on three key findings
    DOI: 10.1596/39432
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 51
    Online Resource
    Online Resource
    Returns to Education in the Marriage Market : Bride Price and School Reform in Egypt (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (52 pages)
    Parallel Title: Erscheint auch als Deng, Jingyuan Returns to Education in the Marriage Market: Bride Price and School Reform in Egypt
    Keywords: Bride Price and Educational Returns ; Compulsory Education ; Education ; Gender Norms ; Gender, Rural Labor Markets, Female Labor Market Participation ; Marriage Market ; Marriage Tradition ; Returns On Education ; Value of Education
    Abstract: This paper posits marriage market returns as a contributing factor to stagnant female labor force participation despite increasing female education. The paper examines the marriage market returns of female education by exploiting a very direct measure of returns: bride price, a significant amount of resources transferred by the groom at the time of marriage. The paper also looks at current and future husband's wages as additional sources of returns. It addresses endogeneity and identification issues by exploiting a school reform in Egypt that reduced the number of years required to complete primary education from six to five. The staggered rollout of the reform generates exogenous sources of variation in female schooling both across and within cohorts and administrative units. The analysis implements an instrumental variable estimator with fixed effects at the cohort and at the administrative unit level. The estimated return to a bride's compulsory education is about 100% for bride price, about 14% for husband's wage at the time of marriage, and about 16% for a measure of husband's permanent income. Importantly, these returns to education in the marriage market are much higher than the returns to education that Egyptian women experience in the labor market. Additional empirical evidence suggests that educational assortative mating could be an important mechanism through which the marriage market returns are taking place
    DOI: 10.1596/1813-9450-10288
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 52
    Online Resource
    Online Resource
    Pakistan - Human Capital Review : Building Capabilities Throughout Life (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Social Analysis
    Keywords: Access To Educaton ; Becoming Upper-Middle-Income ; Economics of Education ; Education ; Gender and Education ; Gender Inequity ; Gender Monitoring and Evaluation ; Girls Education Gap ; High Stunting Rate ; Human Capital Investment ; Skill Utilization ; Social Development
    Abstract: Pakistan can realize major economic growth and development by investing in its people and their human capital. But the reality is that Pakistan's human capital is low and has improved only marginally over the past three decades. Inequalities in human capital outcomes have persisted or widened over time between the rich and poor, men and women, and rural and urban areas and among the provinces. Human capital outcomes are low across the board, with even the most economically advantaged groups in Pakistan having lower human capital outcomes than less economically advantaged groups in peer countries. Pakistan's Human Capital Index (HCI) value of 0.41 is low in both absolute and relative terms. It is lower than the South Asia average of 0.48, with Bangladesh at 0.46 and Nepal at 0.49. Pakistan's human capital outcomes are more comparable to those in Sub-Saharan Africa, which has an average HCI value of 0.40. To enhance its human capital, Pakistan should adopt a life cycle approach to building, protecting, and deploying human capital, starting before birth, continuing through early childhood development, and schooling, culminating in increasingly productive employment. This calls for a long-term commitment, recognition of the multidimensional and cumulative nature of human capital investments, deliberate efforts from multiple stakeholders and sectors to build on intersectoral linkages, and a continuity of policies across political parties and governments. Many countries previously at Pakistan's level of development have managed to precisely do this, even with regional variations and gaps just as large. Pakistan has the tools to implement the recommendations in this report, provide stewardship for human capital investments, and enhance economic growth over the long term. Pakistan's handling of the COVID-19 pandemic has shown that the country can manage complex challenges, despite its institutional constraints
    DOI: 10.1596/39629
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 53
    Online Resource
    Online Resource
    Can Digital Personalized Learning for Mathematics Remediation Level the Playing Field in Higher Education? : Experimental Evidence from Ecuador (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (30 pages)
    Parallel Title: Erscheint auch als Angel-Urdinola, Diego Can Digital Personalized Learning for Mathematics Remediation Level the Playing Field in Higher Education? Experimental Evidence from Ecuador
    Keywords: Computer Assisted Learning ; Digital Personalized Learning ; Education ; Higher Education ; Mathematics Remediation ; Stem Education ; Teaching at the Right Level
    Abstract: Many Ecuadorian students entering higher education have cognitive skills gaps in mathematics that undermine their ability to assimilate academic contents. This paper presents the results of a randomized controlled trial assessing the effects on academic outcomes of a Digital Personalized Learning Software for mathematics remediation (the ALEKS software) offered to first-year students entering technical and technological higher education programs in Ecuador amid the COVID-19 pandemic. The possibility to use the software led to a large and marginally significant decline in the probability of repeating a course, as well as a very large positive impact on standardized test scores in math. The analysis finds no impact on the probability of enrolling in the third semester. When disaggregating the impacts, the findings show that the effects on repetition are particularly large for male students, possibly because of higher male enrollment in science, technology, engineering, and mathematics disciplines. When assessing the potential mechanisms, the findings show evidence that the software led to a net increase in hours dedicated to studying mathematics. The results suggest that Digital Personalized Learning Software can be a cost-effective solution for math remediation with potential for large-scale application
    DOI: 10.1596/1813-9450-10483
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 54
    Online Resource
    Online Resource
    Learning during the Pandemic : Evidence from Uzbekistan (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (25 pages)
    Parallel Title: Erscheint auch als Iqbal, Syedah Aroob Learning during the Pandemic: Evidence from Uzbekistan
    Keywords: COVID-10 Impacts ; COVID-19 Pandemic ; Curriculum and Instruction ; Digital Divide ; Education ; Learning Loss ; No Learning Loss ; School Closures ; Social Inequality
    Abstract: School closures induced by the COVID-19 pandemic led to concerns about student learning. This paper evaluates the effect of school closures on student learning in Uzbekistan, using a unique dataset that allows assessing change in learning over time. The findings show that test scores in math for grade 5 students improved over time by 0.29 standard deviation despite school closures. The outcomes among students who were assessed in 2019 improved by an average of 0.72 standard deviation over the next two years, slightly lower than the expected growth of 0.80 standard deviation. The paper explores the reasons for no learning loss
    DOI: 10.1596/1813-9450-10474
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 55
    Online Resource
    Online Resource
    Realizing education's promise : a World Bank retrospective (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (iv, 67 Seiten) , Illustrationen
    Series Statement: Other education study
    Keywords: Entwicklungspolitik ; Staatensystem ; Internationale Organisation ; Entwicklungshilfe ; Entwicklungsprojekt ; Bildung ; Erziehung ; Erziehungsziel ; Bildungseinrichtung ; Zugang ; Ergebnis ; Projekt ; Bilanz ; Childhood Development ; Climate Action ; Conflict and Development ; Early Childhood Development ; Edtech ; Education ; Education for All ; Fragility ; Gender ; Gender and Education ; Girls and Women ; Learning ; Moving Out of Poverty ; Pandemic ; Poverty Reduction ; Teachers
    Abstract: As the largest external financier of education in low- and middle-income countries, the World Bank is committed to ensuring that all children around the world have free, inclusive, equitable, and quality education to achieve their potential. Our portfolio of investments in education has continued to grow, and our projects focus on ensuring that high-quality learning takes place for everyone, everywhere. In "Realizing Education's Promise: A World Bank Retrospective", we explore our operations and research across the globe since the first World Development Report (WDR) on education in 2018, which illuminated the scale of the learning crisis. In this new publication, we spotlight major milestones in our work over the past five years, highlighting successes, reflecting on what remains to be done, and sharing our vision for the way forward
    DOI: 10.1596/40130
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 56
    Online Resource
    Online Resource
    Gender Dimensions in the Educational Sector in Romania : Background Study for the Romania Gender Assessment (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 7800
    Keywords: Access and Equity in Basic Education ; Country Gender Assessment ; Education ; Educational Institutions and Facilities ; Gender ; Gender and Development ; Gender and Education ; Gender Norms ; Gendered Educational Outcomes ; Human Rights ; Inequality in Education
    Abstract: Addressing gender inequalities in educational outcomes is crucial from a human rights and development perspective. Building human capital early in life has crucial implications for developmental and labor market outcomes later in life. In this background note, prepared to inform the Romania Gender Assessment 2023, we rely on a variety of data sources to descriptively study gender inequalities in educational outcomes, such as enrollment rates and test scores, in Romania. We analyze these inequalities for the total population as well as for different income groups andregions. Our evidence shows that gender equality in aggregate estimates often masks important inequalities between subgroups. While in some cases, boys outperform girls, there are also cases in which girls outperform boys. These patterns differ across income groups, regions, and educational levels. Based on this evidence, the Romanian government should take a nuanced approach to achieving gender equality in the educational sector. Moreover, we find that--in the case of all indicators--both Romanian girls and boys perform significantly below the European average and thatthere are some negative trends over time, especially with respect to enrollment rates in secondary schools and school performance. Reversing these trends is crucial to ensure the full development of both boys and girls. Moreover, although girls outperform boys in several educational outcomes, these advantages do not translate into the labor market. We identify several constraints that could drive(reversed) gender gaps in educational outcomes: social norms and gender stereotypes (at home and within the schooling system), relatively low public spending on education at nearly all levels, marginalization and discrimination, teenage pregnancy, and school-based violence. We generate evidence on intergenerational educational persistence, which affects girls more. Moreover, we identify a lack of systematic evidence on what works best to close these gaps, and several important data limitations, such as a lack of indicators that clearly identify Roma children. Lastly, we identify ten high-level policy areas and recommend tailored policy interventions to address gender inequalities ineducation in Romania
    DOI: 10.1596/40669
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 57
    Online Resource
    Online Resource
    Making Teacher Policy Work (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: CDR Approach ; Education ; Effective Schools and Teachers ; Motivation ; Skills and Knowledge ; Teacher Policy ; Teachers
    Abstract: This report zooms into what lies behind the success or failure of teacher policies: how teachers experience these policies, and how systems scale and sustain these policies. The report argues that for policies to be successful, they need to be designed and implemented with careful consideration of the barriers that could hinder teachers' take-up of the policy (individual-level barriers), and the barriers that could hinder the implementation and sustainability of policies at scale (system-level barriers). Teacher polices too often fail to yield meaningful changes in teaching and learning because both their design and implementation overlook how teachers perceive, understand, and act in response to the policy and because they miss what is needed at a system level to achieve and sustain change. To avoid this, policymakers need to go beyond what works in teacher policy to how to support teachers in different contexts to adopt what works, while making sure it is implementable at scale and can be sustained over time. This requires unpacking teacher policies to consider the barriers that might hinder success at both the individual and system levels, and then putting in place strategies to overcome these barriers. The report proposes a practical framework to uncover the black box of effective teacher policy and discusses the factors that enable their scalability and sustainability. The framework distills insights from behavioral science to identify the barriers that stand in the way of the changes targeted by the policy and to develop strategies to overcome them. The framework is used to examine questions such as: What changes are required at an individual level to achieve the specific goals of a given teacher policy What barriers constrain the adoption of these changes How can the policy be better designed and implemented to tackle these barriers Moreover, the report draws on evidence from quantitative and qualitative studies on successful and failed teacher policies to examine the factors that make teacher policy operationally and politically feasible such that it can work at scale and be sustained over time
    DOI: 10.1596/40579
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 58
    Online Resource
    Online Resource
    What i Really Want : Policy Maker Views on Education in East Asia Pacific (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (37 pages)
    Parallel Title: Erscheint auch als Yarrow, Noah What i Really Want: Policy Maker Views on Education in East Asia Pacific
    Keywords: Access and Equity in Basic Education ; Bureaucracy ; Discrete Choice ; Education ; Education In Middle Income Countries ; Education Inclusion ; Education Policy Priority ; Education Reform and Management ; Educational Institutions and Facilities ; Effective Schools and Teachers ; Improving Secondary School Completion
    Abstract: This paper reports the views and perceptions of randomly selected education policy makers in the East Asia Pacific region, based on surveys of 651 senior public officials in 14 middle-income countries. The findings show that officials tend to prioritize increasing secondary school completion over improving learning quality, and they severely underestimate learning poverty and do so by a larger margin than officials in other countries. Officials were most likely to cite system capacity as the primary constraint to improving learning. The findings show that officials' support for gender equality and disability inclusion is high. Interviewed officials tend to oppose violence against students and prefer to invest in in-service teacher training or early-grade reading compared to other options, such as EdTech or inclusion for students with disabilities. This mix of alignment and misalignment between policy makers' goals and the stated goals of development partners can inform future engagement in policy dialogue, analysis, and information campaigns
    DOI: 10.1596/1813-9450-10591
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 59
    Online Resource
    Online Resource
    Violent Discipline and Parental Behavior : Short- and Medium-Term Effects of Virtual Parenting Support to Caregivers (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (94 pages)
    Parallel Title: Erscheint auch als Dinarte Diaz, Lelys Violent Discipline and Parental Behavior: Short- and Medium-Term Effects of Virtual Parenting Support to Caregivers
    Keywords: Child Abuse ; Child Emotional Wellbeing ; Child Maltreatment ; Disciplining Behavior ; E-Learning Intervention ; Early Childhood Development ; Education ; Health, Nutrition and Population ; Parental Stress Reduction ; Public Health Promotion ; Social Development ; Street Children ; Urban Development ; Violence Against Children
    Abstract: Approximately 75% of children aged 2 to 4 worldwide are regularly subjected to violent discipline across the globe. This paper studies the impact of a virtually-delivered intervention on positive parenting practices in Jamaica. Short-term results indicate that the intervention improves caregiver knowledge (0.52 SD) and attitudes around violence (0.2 SD) and leads to meaningful changes in caregiver disciplining behaviors, with a 0.12 SD reduction in violence against children. Treatment children also experience fewer emotional problems (0.17 SD). Medium-term results (nine months later) show reductions in caregiver depression (0.12 SD), anxiety (0.16 SD), and parental stress (0.16 SD) for treatment caregivers. The virtual delivery has important scalable policy implications which could help decrease violence against children across the globe
    DOI: 10.1596/1813-9450-10507
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 60
    Online Resource
    Online Resource
    Experimental Evaluation of a Financial Education Program in Elementary and Middle School Grades (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (53 pages)
    Parallel Title: Erscheint auch als Piza, Caio Experimental Evaluation of a Financial Education Program in Elementary and Middle School Grades
    Keywords: Behavioral Modification ; Education ; Elementary Education ; Finance and Financial Sector Development ; Financial Education ; Financial Law ; Financial Literacy ; Financial Proficiency Promotion ; Law and Development ; Middle School Financial Literacy
    Abstract: This paper investigates whether providing financial education in elementary and middle school grades improves students' financial proficiency and actual behavior. It uses a cluster randomized control trial to evaluate a pilot program implemented in 101 Brazilian municipal schools in 2015. The findings show positive impacts on financial proficiency, mainly among middle school students, and suggestive evidence of improvements in short-term behavioral outcomes. However, the analysis indicates that the program did not impact students' school achievements in both the short and longer terms, which suggests that the program's effects were not strong enough to shift students' behavior decisions
    DOI: 10.1596/1813-9450-10511
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 61
    Online Resource
    Online Resource
    Using Education Technology to Improve K-12 Student Learning in East Asia Pacific : Promises and Limitations (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: Covid-19 ; EAP ; Edtech ; Education ; Health Service Management and Delivery ; Health Systems Development and Reform ; ICT Applications ; Implementor Effect ; Information and Communication Technologies ; K-12 ; Learning For All ; Pre-Pandemic Learning ; Student Learning
    Abstract: We use global and regional data to show that it is possible to use EdTech to improve student learning in EAP. We present evidence that the broadcast/dual teacher model often supports student learning gains, while other approaches, including assistive EdTech, show promise. Others, such as e-readers, remote teacher-training and AI interventions have yet to demonstrate positive impacts on student learning at scale in the EAP context. Based on evidence from the EAP region and globally, we show that as the scale of EdTech interventions increases, the effect on learning generally decreases. The largest impacts tend to come from smaller-scale interventions conducted by non-governmental institutions rather than large-scale interventions by governments. We find that as the use of EdTech expands in the EAP region, it tends to increase existing learning inequalities, since not all families and schools are able to pay for, access, and use it effectively. In this companion paper to the EAP regional flagship "Fixing the Foundation: Teachers and Basic Education in East Asia and Pacific", we present the results of a regional survey of middle-income countries showing that, contrary to available evidence, most education decision makers believe that EdTech was effective in supporting student learning during COVID-19 school closures. We recommend several evidence-based EdTech interventions in EAP including the "broadcast" or dual-teacher model, and call for improved approaches for future research that consider scale, dosage and heterogeneity of impact to evaluate EdTech interventions
    DOI: 10.1596/40508
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 62
    Online Resource
    Online Resource
    Towards Higher Education Excellence in Central Asia : A Roadmap for Improving the Quality of Education and Research through Regional Integration (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: Central Asia ; Disaster Management ; Education ; Higher Education ; Innovation ; Insurance and Risk Mitigation ; Quality Of Teaching ; Regional Integration ; Science and Technology Development
    Abstract: The purpose of this Report is to provide recommendations for addressing common challenges while promoting academic and research excellence in higher education in Central Asia through regional cooperation between Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan. Regional integration of higher education systems in Central Asia has the potential to drive positive changes in the sector and to generate significant economic and social benefits overall. By fostering cooperation, knowledge sharing and resource pooling among universities, the quality of higher education, research and innovation in Central Asia can be enhanced. This can be achieved through the establishment of centers of excellence, world-class universities and regional hubs that can attract highly qualified students and workers. Moreover, the regional integration of higher education systems offers an effective platform for sharing best practices and receiving support from regional leaders. The harmonization of academic standards facilitates the recognition of qualifications across countries, contributing to the mobility of students, faculty and workers, enabling them to participate in regional labor markets. This, in turn, stimulates the development of industries that are important to the economies of Central Asian countries. Finally, greater cooperation in higher education can play a crucial role in establishing a dynamic knowledge-based economy and enable Central Asia to move away from extractive industries - to ultimately achieve competitiveness on the global level
    DOI: 10.1596/40502
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 63
    Online Resource
    Online Resource
    The Trends in Adolescent and Youth Well-being in the United Republic of Tanzania : Harnessing the Potential of Adolescents and Youth in Tanzania (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2209
    Keywords: Adolescent Well-Beng ; Climate Change Mitigation and Green House Gases ; Drop-Out Rate Reduction ; Economic Growth ; Education ; Energy and Environment ; Financial Sector and Social Assistance ; Gender ; Gender and Education ; Gendered Adolescent Health Trends ; Health, Nutrition and Population ; Secondary Education ; Water Resources Management ; Youth Health ; Youth Well-Being
    Abstract: This report focuses on the trends of adolescent and youth well-being in Tanzania, identifying how and why well-being has or has not changed over time. The report conceptualizes well-being holistically. Well-being can be defined as one's ability and opportunity to learn, make decisions, live a healthy life (physically and mentally), be well-nourished, express agency, have peace of mind, and ultimately be economically empowered. Well-being can be accumulated over time and is a composite of multiple aspects that affect the life one lives and the quality of that life. In many ways, how to live a good life and whether one is living this good life has been a key question asked across countries, and there are multiple frameworks that have been used to measure well-being. For the purposes of this study, six domains of well-being are recognized: (1) education and learning, (2) bodily integrity, (3) health, (4) psychological well-being (peace), (5) voice and agency, and (6) economic empowerment and skills. These domains are interconnected, and, also considered is the idea of peace of mind, without which, there is no wellness
    DOI: 10.1596/40499
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 64
    Online Resource
    Online Resource
    Use of Assistive Education Technologies to Support Children with Visual and Hearing Difficulties in the East Asia and Pacific Region (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: Assistive Technology ; Economic Growth ; Edtech ; Education ; Hearing Impairment ; Inclusive Education ; Inflation ; Information and Communication Technologies ; Social Protections and Labor ; Visual Impairment
    Abstract: Evidence on the uptake, use, and impact of EdTech at scale on participation and learning among students with disabilities in low- and middle-income countries remains very limited. This report presents findings on access to EdTech for children with difficulties in hearing and vision in middle-income countries (MICs) in the East Asia and Pacific (EAP) region using three approaches: (i) a systematic regional literature review; (ii) interviews with 17 actors from the education technology private sector across the EAP region; and (iii) case studies from four countries: Vietnam, the Philippines, China, and Tonga. The main findings from the literature review are that most EdTech solutions in EAP MICs were applied at very small scale, with a focus on the tech testing stage, and only two of the 13 identified studies from a sample of 1,661 studies measured changes in student learning outcomes. The private sector interviews indicate qualitatively that most actors in this space are unaware of the needs of children with vision and hearing disabilities, and that other challenges such as profitability and general inequalities related to access to devices and high-speed internet receive the most attention. The case studies report no examples of national deployment of any assistive education technology, though there are multiple examples of small-scale digital approaches developed by individual schools or NGOs and shared locally or, in two cases, regionally. In looking at country contexts for the case studies, we found a lack of publicly available data on spending for assistive EdTech in EAP, a lack of data on (a) prevalence of disabilities among the student population, (b) student learning, and (c) student persistence in higher grades
    DOI: 10.1596/40510
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 65
    Online Resource
    Online Resource
    Using Principles of Universal Design for Assessment (UDA) to Design Accessible Learning Assessments : Toolkit (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: Accessibility ; Accessible Learning ; Accessible Special Technologies ; Augmentative and Alternative Communication ; Climate Change and Health ; Climate Change Impacts ; Disability ; Education ; Inclusive Education ; Social Protections and Labor
    Abstract: The purpose of this toolkit is to generate knowledge on how to develop and adapt assessment tools using principlesof universal design that yield reliable and valid data andinformation to track the learning outcomes of marginalizedlearners, including learners with disabilities
    DOI: 10.1596/40493
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 66
    Online Resource
    Online Resource
    Middle East and North Africa Macro Poverty Outlook : Country-by-country Analysis and Projections for the Developing World, Annual Meetings 2023 (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2119
    Keywords: Debt Indicators ; Education ; Environment ; Fiscal Indicators ; GDP ; GHG ; Health Economics and Finance ; Health Insurance ; Health Monitoring and Evaluation ; Inflation ; Macroeconomics and Economic Growth ; Poverty Indicators ; Poverty Reduction
    Abstract: This edition of the Macro Poverty Outlooks periodical contains country-by-country forecasts and overviews for GDP, fiscal, debt and poverty indicators for the developing countries of the Middle East and North Africa region. Macroeconomic indicators such as population, gross domestic product and gross domestic product per capita, and where available, other indicators such as primary school enrollment, life expectancy at birth, total greenhouse gas emissions and inflation, among others, are included for each country. In addition to the World Bank's most recent forecasts, key conditions and challenges, recent developments and outlook are briefly described for each country in the region
    DOI: 10.1596/40475
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 67
    Online Resource
    Online Resource
    Strengthening Basic Education System and Improving Learning Outcomes in Tanzania : A World Bank Policy Note for Tanzania - Mainland (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 11872
    Keywords: Access To Basic Education ; Education ; Education Governance ; Education Quality ; Free Education ; Gender and Development ; Gender and Law ; School Learning Environment ; Teacher Quality
    Abstract: The implementation of the fee-free basic education policy (FBEP) in Tanzania since 2015 has led to consistent growth in the education sector. However, the rapidly increasing school-age population has been creating demands for additional resources and capacity that are often not met. Persistent challenges related to institutional governance and insufficient education spending toward core teaching and learning matters further hinder service delivery and result in inadequate learning outcomes. This note draws evidence from existing studies and available data, taking a holistic approach to assess the performance of the basic education system in Mainland Tanzania in the last decade. It describes the basic service delivery indicators but also goes beyond to analyze the underlying challenges in institutional governance and basic education financing. Recognizing that basic education can deliver fundamental literacy, numeracy, as well as socioemotional skills which are crucial building blocks for continued education and training, employment, and lifelong fulfillment for all Tanzanian citizens, the policy note highlights the following areas that require attention: equitable access; learning outcomes; quantity, quality, and management of teachers; school learning environment; the curriculum and language of instruction; national examinations and learning assessments; and governance and finance
    DOI: 10.1596/40468
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 68
    Online Resource
    Online Resource
    Toward a K-12 Blended Learning Framework for Saudi Arabia (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2113
    Keywords: Blended Learning ; Climate Change Mitigation and Green House Gases ; Economic Growth ; Education ; Energy and Environment ; ICT ; Information and Communication Technologies ; K-12
    Abstract: This report proposes a preliminary guiding framework to define and deploy blended learning models at the K-12 level in the Kingdom of Saudi Arabia. Drawing lessons from international examples and good practices, the proposed framework aims to provide key considerations for the strategic and effective use and integration of Information and Communications Technology (ICT) in K-12 schools
    DOI: 10.1596/40466
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 69
    Online Resource
    Online Resource
    Mozambique Gender Assessment : Leveraging Women and Girls' Potential (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 7800
    Keywords: Adolescent Pregnancy ; Child Marriage ; Economic Inclusion ; Education ; Food and Nutrition Policy ; Gender ; Health ; Livestock and Animal Husbandry ; Trade Facilitation ; Violence Against Women ; Women and Girls ; Women's Leadership
    Abstract: This gender assessment has been prepared as an input for the preparation of the World Bank's Country Partnership Strategy for Mozambique (2023-2027). However, this assessment is not limited to areas of the World Bank's current country engagement; rather, it seeks to provide a general overview of the key challenges and opportunities facing Mozambican women and girls across different dimensions of their lives. The assessment adopts a life-cycle approach identifying key inflection points in the lives of women and girls that either limit or facilitate their empowerment. The assessment is based on a desk review of available studies, reports, and data from Mozambique, and draws on global evidence, largely from the Africa region
    DOI: 10.1596/40464
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 70
    Online Resource
    Online Resource
    Europe and Central Asia Macro Poverty Outlook : Country-by-country Analysis and Projections for the Developing World, Annual Meetings 2023 (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2119
    Keywords: Climate Change Impacts ; Debt Indicators ; Economic Growth ; Education ; Environment ; Fiscal Indicators ; GDP ; GHG ; Inflation ; Life Expectancy At Birth ; Macroeconomics and Economic Growth ; Poverty Assessment ; Poverty Indicators ; Poverty Reduction
    Abstract: This edition of the Macro Poverty Outlooks periodical contains country-by-country forecasts and overviews for GDP, fiscal, debt and poverty indicators for the developing countries of the Europe and Central Asia region. Macroeconomic indicators such as population, gross domestic product and gross domestic product per capita, and where available, other indicators such as primary school enrollment, life expectancy at birth, total greenhouse gas emissions and inflation, among others, are included for each country. In addition to the World Bank's most recent forecasts, key conditions and challenges, recent developments and outlook are briefly described for each country in the region
    DOI: 10.1596/40474
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 71
    Online Resource
    Online Resource
    Unlocking the Potential of Women and Adolescent Girls in Madagascar - Challenges and Opportunities in Education : Cahier 1 (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2209
    Keywords: Access and Equity in Basic Education ; Access To Education ; Adult Literacy ; Agency ; Education ; Gender ; Gender and Education ; Gender Barrier To Education ; Gender Bias in Education ; Girls Primary Education
    Abstract: This thematic note is part of a broader mixed-method study on gender inequalities in Madagascar, which intends to illustrate the key gender gaps in the country and shed light on the unique challenges that young Malagasy women face in their educational, professional, and family trajectories. Due to the persistence of financial, social, and institutional barriers, Malagasy women and girls encounter significant disadvantages across all dimensions of well-being and are unable to access opportunities in an equal manner with men and boys in the country. They are largely constrained in their ability to accumulate human capital in education and health, and to participate in economic opportunities; and they face severe limitations in agency and decision-making, particularly with respect to family formation. Women and girls also appear to be disproportionally affected by the impacts of climate change and the COVID-19 pandemic, which further widen preexisting gender gaps and amplify vulnerability to poverty, violence, and discrimination. This thematic note discusses in detail the status of girls' and women's education in Madagascar and proposes several strategic lines of action to assist girls and young women in completing schooling. This note is accompanied by the overview of all study findings and three thematic notes that present in-depth insights in the following key dimensions: health, economic opportunities, and agency
    DOI: 10.1596/40428
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 72
    Online Resource
    Online Resource
    Unlocking the Potential of Women and Adolescent Girls : Challenges and Opportunities for Greater Empowerment of Women and Adolescent Girls in Madagascar (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: 2209
    Keywords: Climate Impact on Girls ; Education ; Education For All ; Gender ; Gender and Development ; Gender and Economics ; Gender Bias in Education ; Girls Life Choices ; Social Aspects of Climate Change ; Social Development ; Systemic Gender Gaps ; Women and Girls Health ; Women's Agency ; Women's Economic Opportunity
    Abstract: This Overview presents the findings from the mixed-method study on gender inequalities in Madagascar, illustrating the key gender gaps in the country and shedding light on the unique challenges that young Malagasy women face in their educational, professional, and family trajectories. Due to the persistence of financial, social, and institutional barriers, Malagasy women and girls encounter significant disadvantages across all dimensions of well-being and are unable to access opportunities in an equal manner with men and boys in the country. They are largely constrained in their ability to accumulate human capital in education and health, and to participate in economic opportunities; and they face severe limitations in agency and decision-making, particularly with respect to family formation. Women and girls also appear to be disproportionally affected by the impacts of climate change and the COVID-19 pandemic, which further widen preexisting gender gaps and amplify vulnerability to poverty, violence, and discrimination. On the basis of the research findings, the Overview presents key gender gaps in Madagascar and proposes four strategic lines of policy recommendations to (i) assist girls and young women in completing school education, (ii) improve women's and girls' access to professional health care and prevent teenage pregnancy, (iii) enhance women's economic opportunities, and (iv) improve women's and girls' voice and agency through the elimination of all forms of gender-based violence. Four thematic notes accompany this Overview and present detailed findings in the four key dimensions: education, health, economic opportunities, and agency
    DOI: 10.1596/40427
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 73
    Online Resource
    Online Resource
    Preparatory School Years and Maternal Employment in Romania (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (43 pages)
    Parallel Title: Erscheint auch als Robayo-Abril, Monica Preparatory School Years and Maternal Employment in Romania
    Keywords: Childcare ; Early Childhood Development ; Economics of Gender ; Education ; Female Employment ; Gender ; Gender and Social Policy ; Gender Informatics ; Gender Norms and Childcare ; Government Policy ; Public Policy ; Time Allocation and Labor Supply
    Abstract: This paper uses the introduction of preparatory school classes targeting six-year-old children in Romania to study whether universal, compulsory, public care provision could increase female employment. Results from difference-in-difference estimations show that the reform resulted in rising employment rates for mothers of six-year-old children. The effect is lower for mothers living in households with elderly people, but larger for those facing stronger trade-offs prior to the reform. Overall, investing in universal, compulsory, public childcare is beneficial and could significantly increase female employment and labor force participation rates
    DOI: 10.1596/1813-9450-10638
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 74
    Online Resource
    Online Resource
    Coaching in Economic Inclusion : Learning from Existing Models and Casting a Way Forward (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: PEI In Practice
    Keywords: Coaching ; Education ; Implementation ; Staffing ; Tools
    Abstract: Coaching is used in 90 percent of economic inclusion programs and is increasingly seen as a critical component of such interventions (Andrews and others 2021). It is a cross-cutting element in economic inclusion programming, facilitating all other components of a program and facilitating the 'human side' of interventions by providing participants with the extra support and advice they need to take full advantage of program resources. This In Practice paper shares insights and lessons learned from a comprehensive literature review of economic inclusion interventions and their approach to coaching. It explores coaching along seven design parameters: scope of coaching, depth of coaching, type of coaching (individual versus group), level of engagement, caseload, staffing, and coaching tools
    DOI: 10.1596/40738
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 75
    Online Resource
    Online Resource
    Remarks By World Bank Group President David Malpass at an Event for the Africa Higher Education Centers of Excellence : A Pathway Towards Sustainable Development (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Speeches of World Bank Presidents
    Keywords: Education ; Education for the Knowledge Economy ; Education Indicators and Statistics ; Science and Technology Development ; Science Policies
    Abstract: These remarks were delivered by World Bank Group President David Malpass at an event for the Africa Higher Education Centers of Excellence : A Pathway Towards Sustainable Development on October 17, 2022. He congratulated the ACE centers, and their host institutions and governments for working across borders to achieve impressive innovative research outputs and the training of the next generation of Africa's scientists, engineers, ICT specialists and teachers across the priority sectors of education, health, agriculture, STEM, and environment. He also thanked the Association of African Universities (AAU), the Inter-University Council of East Africa, the French National Research Institute for Sustainable Development (IRD), the French Development Agency (AFD), and the China-World Bank Partnership Facility. He said that the ACE program offers regional specializations which are attracting students, researchers, and industry from the entire continent and enhancing regional integration in Africa. In keeping with the focus on leveraging partnerships, last month the World Bank entered into a Memorandum of Understanding with six Historical Black Colleges and Universities (HBCUs). He highlighted that the ACEs are a great example of how building coalitions for change can help to enhance tertiary education in Africa. He concluded by saying that he looks forward to hearing about the innovation and impact of the ACEs as he walks through the exhibition
    DOI: 10.1596/38293
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 76
    Online Resource
    Online Resource
    Impact of Health Sector Support Project on Essential Nutrition Services : Evidence from Bangladesh (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Health, Nutrition and Population (HNP) Discussion Papers
    Keywords: Anemia ; Early Child and Children's Health ; Early Childhood Development ; Education ; Health Indicators ; Health Service Management and Delivery ; Health, Nutrition and Population ; Nutrition ; Stunting
    Abstract: Despite progress over the past two decades, poor nutrition remains a significant public health challenge in Bangladesh. Stunting among children under five years declined from 43 to 31 percent between 2007 and 2018, while 42 percent of women between 15 to 49 years are anemic. The Ministry of Health and Family Welfare is implementing the Health Sector Support Project (HSSP) with financing and technical assistance from the World Bank in the Sylhet and Chattogram divisions of the country. The project considers improving nutrition outcomes as a core priority. Leveraging administrative data from 13,855 community clinics (CCs) from 2018 to 2020 and a difference-in-difference approach, the analysis finds that HSSP led to improvements in the delivery of both maternal and child nutrition services. The proportion of eligible pregnant women who received requisite antenatal services (receipt of at least 30 iron and folic acid tablets, nutrition counseling, and weight measurement) increased by 2.7 percent over the duration. Similarly, the proportion of children between 0 and 23 months, who received age-appropriate nutrition counseling, increased by 8.9 percent over the same period. The paper identifies several factors that led to these improvements and notes the impediments. The HSSP renewed focus on the importance of delivering quality nutrition services, and the technical assistance provided through the HSSP has strengthened capacity, not only around the delivery of services but also in improving the data ecosystem and quality of project monitoring and results verification. There are, however, issues impeding service delivery of nutrition services. The community health care providers (CHCPs) are often faced with competing priorities, as nutrition is one of the many services they provide. Similarly, the CHCPs have been found to lack the required capacity and skills in delivering services and are also burdened with poor information technology (IT) equipment
    DOI: 10.1596/38328
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 77
    Online Resource
    Online Resource
    Options to Improve Indonesia's Inclusive Education Curriculum (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other papers
    Keywords: Curriculum and Instruction ; Economics of Education ; Education ; Education Finance ; Social Development ; Social Inclusion and Institutions
    Abstract: The global vision for an evolving model of inclusive education is one that ensures inclusive and equitable access for all learners regardless of ability, identity, or background. The purpose of this policy note (PN) is to provide initial support and information to the Ministry of Education of Indonesia in their quest for an improved national curriculum with respect to inclusion of all learners. The hope is that by sharing experience and evidence from other countries, Indonesia may with greater confidence more rapidly select the most promising approaches for their current political and social context. This paper outlines the guiding principles, benefits, and indicators of an effective inclusive education system with an emphasis on inclusive pedagogy, curricula and supports, making the case for the why and how of inclusive education
    DOI: 10.1596/38149
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 78
    Online Resource
    Online Resource
    Climate Change Education and Curriculum Revision (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other papers
    Keywords: Adaptation To Climate Change ; Curriculum and Instruction ; Education ; Environment ; Knowledge for Development
    Abstract: Climate change is intensifying worldwide, and countries might be approaching a tipping point from which there will be no return to avoid extensive damages. While the impacts of climate change affect every country, nations like Indonesia are more susceptible to suffering its devastating consequences, such as irreversible resource loss and more frequent severe weather events. Preparing the next generation to mitigate and adapt to ongoing climate change requires systems transformation, including the integration of climate change education (CCE) across school curricula at all levels, from preschool to tertiary education, and the creation of a coalition of actors committed to climate action. The World Bank is providing technical assistance and advice to the Ministry of Education, Culture, Research and Technology (MoECRT) and the Ministry of Religious Affairs (MoRA) of Indonesia through the Learning for Human Capital Development Programmatic Advisory Services and Analytics (PASA). This PASA's areas of technical assistance include a support to the revision of the national curriculum, under which this policy note was prepared. This policy note, which was prepared to inform the initial stages of the implementation of the revised Indonesian curriculum through the lens of climate change, includes three main sections: (a) an overview of the climate challenge and the country's context; (b) the concept of CCE and related frameworks, including how these align with current Indonesian policies and programs; and (c) recommendations for promoting CCE in Indonesia through the revised national curriculum. The key recommendations outlined in this note for consideration of MoECRT and MoRA are: (a) develop teachers' competence in CCE through an enhanced professional development system; (b) reorient the system's culture toward education for sustainable development at the local and national levels; (c) promote partnerships to build capacity and design student-centered learning programs; and (d) design climate-friendly, resilient, and accessible education infrastructure
    DOI: 10.1596/38146
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 79
    Online Resource
    Online Resource
    Learning Loss in Cambodia and the Use of EdTech during COVID-19 (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other papers
    Keywords: COVID-19 ; Education ; Education Indicators and Statistics
    Abstract: This report estimates the effects of Coronavirus (COVID-19) on learning and earnings in Cambodia, analyzes the country's EdTech readiness and the extent to which EdTech access and use are correlated with learning, and discusses the policy implications of the study findings for enhancing learning and for improving system resilience through EdTech based teaching and learning. More specifically, it first analyzes the state of learning outcomes in Cambodia in the immediate post-COVID period (November 2021) using the government's national learning assessment (NLA) data for grade six students and estimates the declines in learning outcomes experienced by students in this grade between 2016 and 2021 in Khmer and mathematics. Additionally, using a learning loss simulation model developed at the World Bank, it also estimates losses in learning adjusted years of schooling (LAYS) and future earnings of students resulting from pandemic. Second, it analyzes the relationship between the EdTech based distance learning measures implemented at the school level and learning outcomes, as well as the extent to which the country is prepared to systematically integrate and expand the use of EdTech in the education system. And third, it provides recommendations for enhancing learning recovery and learning outcomes, and for addressing gaps in policy provision and implementation to support the scaling up of EdTech for the purpose of improving system resilience
    DOI: 10.1596/38351
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 80
    Online Resource
    Online Resource
    For Women, By Women, With Women : Bridging the Gender Digital Divide (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other papers
    Keywords: Digital Divide ; Education ; Gender ; Information and Communication Technologies ; Monitoring and Evaluation ; Women
    Abstract: Across Africa, rising mobile phone penetration, improving broadband Internet, and growing use of mobile money are creating new opportunities for governments, businesses, and individuals. While Africa's digital revolution has been impressive, the continent has further to go to close gender digital divide. Four hundred million women in low- and middle-income countries (LMICs) remain unconnected. The COVID-19 pandemic has further disproportionately impacted women's livelihoods and further exacerbated the digital gender divide. Digital technologies can and have played a key role in mitigating the economic effects of the crisis. This inequality is exacerbated in communities affected by fragility, conflict, and violence (FCV), where women often face greater safety and security concerns, significant mobility constraints, and restrictive sociocultural norms. This report provides practical recommendations for designing and implementing digital literacy training programs aimed at closing the gender digital divide. The World Bank, in partnership with the EQUALS Global Coalition and the GSM Association, piloted the implementation of digital skills programs across Uganda, Nigeria, and Rwanda. The report draws on insights from these three training pilots. Through a case study analysis, the report highlights the unique approach to training design, delivery, monitoring, and evaluation which were adopted by each pilot, and presents respective outcomes and lessons learned. After reviewing pilot findings through case study analysis, the report provides operational recommendations on designing and implementing gender-inclusive digital literacy program
    DOI: 10.1596/38305
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 81
    Online Resource
    Online Resource
    Balancing Work and Childcare : Evidence from COVID-19 School Closures and Reopenings in Kenya (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (35 pages)
    Parallel Title: Erscheint auch als Biscaye, Pierre E Balancing Work and Childcare: Evidence from COVID-19 School Closures and Reopenings in Kenya
    Keywords: Child Agricultural Labor ; Childcare ; Education ; Educational Sciences ; Households With Child ; Labor Markets ; Poverty and Equity ; Rural Development ; Rural Labor Markets ; School Closure ; Social Protections and Labor
    Abstract: This paper identifies the impact of childcare responsibilities on adult labor supply in the context of COVID-19-related school closures in Kenya. It compares changes in parents' labor participation after schools partly reopened in October 2020 for households with children in a grade eligible to return against households with children in adjacent grades. Using nationally-representative panel data from World Bank phone surveys in 2020-21, the findings show that the partial reopening increases affected adults' weekly labor hours by 22 percent, with increases concentrated in household agriculture. The results suggest that school closures account for over 30 percent of the fall in average work hours in the first few months after COVID-19 cases were detected. The effects are driven by changes in household childcare burdens and child agricultural labor when a student returns to school. The impacts are not significantly different by sex of the adult. Although both women and men increased hours spent on childcare during the pandemic, women benefited more than men from reductions in childcare needs, but took on more of the childcare burden when the returning student was a net childcare provider. The results highlight the importance of siblings in household childcare and suggest that policies that increase childcare availability and affordability could increase adult labor supply in Kenya
    DOI: 10.1596/1813-9450-9958
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 82
    Online Resource
    Online Resource
    Measuring Disaster Crop Production Losses using Survey Microdata : Evidence from Sub-Saharan Africa (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (62 pages)
    Parallel Title: Erscheint auch als Markhof, Yannick Valentin Measuring Disaster Crop Production Losses using Survey Microdata: Evidence from Sub-Saharan Africa
    Keywords: Agriculture ; Climate Change and Agriculture ; Climate Change and Environment ; Climate Change and Health ; Climate Change Impact ; Crop Management ; Disaster Risk Reduction Strategies ; Education ; Educational Sciences ; Environment ; Flood ; Food Security ; Natural Disasters ; Post Disaster Needs Assessment ; Science of Climate Change
    Abstract: Every year, disasters account for billions of dollars in crop production losses in low- and middle-income countries and particularly threaten the lives and livelihoods of those depending on agriculture. With climate change accelerating, this burden will likely increase in the future and accurate, micro-level measurement of crop losses will be important to understand disasters' implications for livelihoods, prevent humanitarian crises, and build future resilience. Survey data present a large, rich, highly disaggregated information source that is trialed and tested to the specifications of smallholder agriculture common in low- and middle-income countries. However, to tap into this potential, a thorough understanding of and robust methodology for measuring disaster crop production losses in survey microdata is essential. This paper exploits plot-level panel data for almost 20,000 plots on 8,000 farms in three Sub-Saharan African countries with information on harvest, input use, and different proxies of losses; household and community-level data; as well data from other sources such as crop cutting and survey experiments, to provide new insights into the reliability of survey-based crop loss estimates and their attribution to disasters. The paper concludes with concrete recommendations for methodology and survey design and identifies key avenues for further research
    DOI: 10.1596/1813-9450-9968
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 83
    Online Resource
    Online Resource
    Targeting in Tax Compliance Interventions : Experimental Evidence from Honduras (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (66 pages)
    Parallel Title: Erscheint auch als Del Carmen, Giselle Targeting in Tax Compliance Interventions: Experimental Evidence from Honduras
    Keywords: Development Impact Evaluation ; Economic Adjustment and Lending ; Education ; Educational Sciences ; Income Tax Declaration ; Income Tax Filing ; Income Tax Liability ; International Good Practice ; Law and Development ; Macroeconomics and Economic Growth ; Tax Authority ; Tax Law
    Abstract: Tax authorities often use low-cost communication with taxpayers to encourage voluntary compliance and avoid other costly interventions. This paper reports findings from an experiment with more than 30,000 taxpayers in Honduras, designed to assess how taxpayers with different risk scores respond to a communication intervention. Across several outcomes, the average effect of the intervention on compliance was 0. Contrary to the expectation of experts surveyed, only taxpayers considered to be at low risk of noncompliance increase their filing and reported income. Using rich administrative data and a causal forest algorithm, the paper finds that ex-ante predicted risk and responsiveness to the intervention are negatively correlated. These findings can inform the design of targeted interventions by tax authorities
    DOI: 10.1596/1813-9450-9967
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 84
    Online Resource
    Online Resource
    How to Cope with a Refugee Shock? : Evidence from Uganda (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (97 pages)
    Parallel Title: Erscheint auch als Kadigo, Mark Marvin How to Cope with a Refugee Shock? Evidence from Uganda
    Keywords: Agriculture ; Civil War ; Demographic Composition ; Displaced Population ; Education ; Educational Sciences ; Employment and Unemployment ; Female Refugees ; Humanitarian Assistance ; International Border ; Labor Markets ; Number Of Refugees ; Social Protections and Labor ; Wages, Compensation and Benefits
    Abstract: Sub-Saharan Africa hosts a large proportion of the world's refugees, raising concerns about the consequences of hosting refugees. This paper focuses on Uganda, which is the largest refugee hosting country in Africa and is praised for its progressive refugee policy. The paper analyzes the effects of hosting refugees, relying on longitudinal data and an instrumental variable approach. The results indicate that Ugandan households benefit from living close to the refugee settlements. In contrast with the existing literature, the analysis finds that those initially involved in subsistence agriculture benefit the most. The effect seems to be driven by the few households able to move from subsistence agriculture to commercial farming and to some extent, to wage employment
    DOI: 10.1596/1813-9450-9950
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 85
    Online Resource
    Online Resource
    The Impact of COVID-19 on Education in Latin America : Long-Run Implications for Poverty and Inequality (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (49 pages)
    Parallel Title: Erscheint auch als Bracco, Jessica The Impact of COVID-19 on Education in Latin America: Long-Run Implications for Poverty and Inequality
    Keywords: COVID-19 Pandemic ; Education ; Education Impact of Covid ; Human Capital Formation ; Human Capital Impact of Covid ; Income ; Inequality ; Living Standards ; Pandemic Education Impact ; Poverty ; Poverty Reduction ; Primary Education ; School Closure Impact ; Social Capital ; Social Development ; Youth
    Abstract: The shock of the COVID-19 pandemic affected the human capital formation of children and youths. As a consequence of this disruption, the pandemic is likely to imply permanent lower levels of human capital. This paper provides new evidence on the impact of COVID-19 and school closures on education in Latin America by exploiting harmonized microdata from a large set of national household surveys carried out in 2020, during the pandemic. In addition, the paper uses microsimulations to assess the potential effect of changes in human capital due to the COVID-19 crisis on future income distributions. The findings show that the pandemic is likely to have significant long-run consequences in terms of incomes and poverty if strong compensatory measures are not taken soon
    DOI: 10.1596/1813-9450-10259
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 86
    Online Resource
    Online Resource
    Factors Explaining Child Work and Education in Myanmar (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (27 pages)
    Parallel Title: Erscheint auch als Dall-Aglio, Chiara Factors Explaining Child Work and Education in Myanmar
    Keywords: Access and Equity in Basic Education ; Bivariate Probit ; Child Education ; Child Labor ; Child Labor Law ; Child Work and Education ; Education ; Education For All ; Informal Economy ; Informality ; Law and Development ; Social Protections and Labor ; Unprotected Child Labor Market
    Abstract: Child workers constitute a significant share of the Myanmar labor force, which has translated into an unprotected child labor market. Given the prevalence of issues surrounding school enrollment and dropout rates, this paper investigates the relationship between child work and education. Using data from the 2015 Labor Force survey, it studies what factors explain child work and how this can in turn affect schooling outcomes. The study differentiates between children's household chores and wage work. To understand if these two types of activities affect schooling differently, the paper explores if and how work intensity (number of hours worked) plays a role. The findings show that child work has a negative correlation with school enrollment and attendance, to differing degrees depending on the type of work and work intensity, regardless of gender. Overall, wage work is negatively correlated with enrollment and attendance disproportionately more than household chores. Work intensity seems to play a smaller role, but it still matters when looking at girls' participation in household chores. Working long hours does not seem to have a link with the likelihood of being enrolled and attending school, although it could affect learning outcomes as it reduces the amount of time dedicated to homework and study. However, the data source being some years old, the analysis may not fully reflect the most recent economic and social developments and conditions in Myanmar
    DOI: 10.1596/1813-9450-10260
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 87
    Online Resource
    Online Resource
    Remarks by World Bank Group President David Malpass at the Transforming Education Summit during UNGA 77 (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Speeches of World Bank Presidents
    Keywords: Access and Equity in Basic Education ; Economics of Education ; Education ; Education for the Knowledge Economy
    Abstract: This report discusses the remarks delivered by World Bank Group President David Malpass at the Transforming Education Summit during UNGA 77. The World Bank Group's support to countries covers the entire learning cycle. We have an active portfolio of 24 billion dollars in education in over 95 countries and are the largest external financer of education for the developing world. The World Bank is very pleased for the opportunity to deepen our partnership on education with other development institutions including UNICEF, UNESCO, the UK's Foreign Commonwealth and Development Office (FCDO), USAID, and the Bill and Melinda Gates Foundation. We are all committed to action, to continue strongly supporting countries in addressing education challenges through financing and technical assistance
    DOI: 10.1596/38061
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 88
    Online Resource
    Online Resource
    ReadHome - Embedding Track and Trace in Book Supply Chains : Final Country Report - Cameroon (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Education Sector Review
    Keywords: Education ; Educational Institutions and Facilities ; Primary Education ; Rural Development ; Rural Education
    Abstract: The ReadHome Track and Trace to Strengthen Book Supply Chains project involved the creation of a best practices guide to implementing track and trace solutions for Teaching and Learning Materials (TLM). Support was also provided to five target countries to adapt these best practices to the country context to enable the development of robust, locally-owned supply chain monitoring systems to ensure delivery of TLM to the schools and families that need them most
    DOI: 10.1596/37908
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 89
    Online Resource
    Online Resource
    Towards a National Jobs Strategy in Kuwait (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Social Protection Study
    Keywords: Economics of Education ; Education ; Gender ; Gender and Public Expenditures ; Human Capital ; Labor Market ; Private Sector ; Public Sector ; Social Protections and Labor
    Abstract: This report is one of the main deliverables outlined in the legal arrangement of September 10, 2019, between the General Secretariat of the Supreme Council for Planning and Development (GS-SCPD) in Kuwait and the World Bank. A separate overview report is also available. The social contract in Kuwait is at risk. Kuwaiti citizens are used to the state providing public sector jobs, free education, free healthcare, and subsidized fuel to all citizens. These benefits have been bought and paid for using Kuwait's oil revenues, however, the sustainability of the social contract has been questioned by three mutually reinforcing challenges. First, oil demand is projected to steadily decline the next few decades. This decline is partly the result of changing consumer preferences away from carbon-based fuel sources, and partly the result of increasingly cost-effective alternative energy sources becoming available. Second, with mounting fiscal deficits, the size of the wage bill for the government is a growing concern. Third, the needs in the labor market will continue to grow as Kuwait's population is young and growing. Central to these structural challenges are challenges to Kuwait's labor market. A growing number of young Kuwaitis are entering the labor market with high expectations of well-paid, secure, public sector jobs. In the private sector, employers are dependent on low-cost and largely unskilled foreign workers. The 2019 COVID-19 global pandemic, which has led to an oil price crisis and a global economic slowdown, has intensified the debate surrounding jobs challenges in Kuwait. These jobs challenges need to be addressed to ensure the sustainability of the economic growth model and avoid major social disruption. The government has asked The World Bank for assistance to formulate a National Jobs Strategy to help confront these challenges, based on evidence and best practices. Reforms are recommended in four areas, or pillars: (i) make the public sector more sustainable, (ii) improve human capital, (iii) support private sector growth, and (iv) build a social protection system. In addition, the jobs strategy covers two cross-cutting themes: behavioral economics, and monitoring and evaluation, also embedded in the four pillars. This introduction briefly explains the critical challenges facing Kuwait that require substantial changes in policy. The subsequent sections analyze the major issues of these four topics, with recommendations for policy change to improve sustainability and enhance incomes
    DOI: 10.1596/38120
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 90
    Online Resource
    Online Resource
    Risks to Child Development and School Readiness among Children under Six in Pakistan : Findings from a Nationally Representative Phone Survey (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (41 pages)
    Parallel Title: Erscheint auch als Hentschel, Elizabeth Risks to Child Development and School Readiness among Children under Six in Pakistan: Findings from a Nationally Representative Phone Survey
    Keywords: Child Development Survey ; Children's Education ; Early Child and Children's Health ; Early Childhood Development ; Education ; Effective Schools and Teachers ; Health, Nutrition and Population ; Risk To Human Capital Index ; School Health ; School Readiness ; School Readiness Estimates ; Social Development ; Well-Being of Children Under 6 ; Well-Being Risk Factors
    Abstract: This paper analyzes the risks to child development and school readiness among children under age 6 in Pakistan. Drawing on a nationally representative telephone survey conducted between December 2021 and February 2022, it presents the first nationally representative estimates of child development for children under 3 years of age and school readiness for children 3 to 6 years of age, using internationally validated instruments. The paper examines how risk factors such as parental distress, lack of psychosocial stimulation, food insecurity, low maternal education, no enrollment in early childhood education, and living in a rural area are associated with children's outcomes. The data indicate that more than half (57 percent) of parents with children under age 3 were distressed and that 61 percent of households reported cutting down on the size of or skipping meals since the start of the pandemic. The data reveal that over half of parents fail to engage in adequate psychosocial stimulation with their child and enrollment in early childhood education is very low (39 percent). The paper finds that child development outcomes decline rapidly as the number of risks increase. Specifically, for children under 3 years, lack of psychosocial stimulation at home and higher levels of parental distress were most significantly associated with lower child development levels. For a child aged 3 to 6 years, early childhood education enrollment and the amount of psychosocial stimulation the child receives at home had the strongest association with school readiness scores
    DOI: 10.1596/1813-9450-10221
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 91
    Online Resource
    Online Resource
    Learning Losses during COVID-19 : Global Estimates of an Invisible and Unequal Crisis (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (49 pages)
    Parallel Title: Erscheint auch als Azevedo, Joao Pedro Learning Losses during COVID-19: Global Estimates of an Invisible and Unequal Crisis
    Keywords: Access and Equity in Basic Education ; Basic Education ; COVID-19 Impact on Education ; Education ; Education Digital Divide ; Education SDG ; Foundational Learning ; ICT Data and Statistics ; Information and Communication Technologies ; Learning Adjusted Years of Schooling ; Learning Poverty ; Lifelong Learning ; Pandemic Learning Loss ; Pandemic School Closures ; Primary Education ; Remote Schooling ; Student Assessment
    Abstract: This paper presents updated simulation results of the potential effects of COVID-19-related school closures on learning outcomes globally. The simulation, which updates and extends prior work by Azevedo, Hasan and others (2021) and Azevedo (2020), examines potential learning losses as the pandemic moves into the third year. Beyond reflecting the longer duration of the crisis, the paper extends prior work by using country-specific observed school closure information, accounts for the partial reopening of some education systems, updates the baseline Learning Poverty estimates to reflect its best estimate to date just before the pandemic (circa 2019), and uses updated June 2021 macroeconomic projections to reflect the economic magnitude of the crisis. The analysis finds that the overall learning levels are likely to fall substantially around the world. Under an "intermediate" scenario, school closures could potentially increase the share of children in Learning Poverty in low- and middle-income countries by 13 percentage points, to 70 percent. Globally, learning adjusted years of schooling could fall by 1.1 years, and the share of youth below minimum proficiency on the Programme for International Student Assessment could rise by 12.3 percentage points. Furthermore, school shutdowns could generate lifetime earning losses of USD 21 trillion. These results imply that decisive action is needed to recover and accelerate learning
    DOI: 10.1596/1813-9450-10218
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 92
    Online Resource
    Online Resource
    Impact of High Inflation on Household Livelihoods in Urban South Sudan (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (44 pages)
    Parallel Title: Erscheint auch als Etang, Alvin Impact of High Inflation on Household Livelihoods in Urban South Sudan
    Keywords: Access and Equity in Basic Education ; Education ; Effective Welfare Efforts ; Equity and Development ; Household Surveys ; Hyperinflation ; Inflation ; Inflation and Girls Education ; Living Standards ; Macroeconomics and Economic Growth ; Poverty Reduction ; Poverty Reduction Strategy ; Urban Livelihoods ; Urban Poverty
    Abstract: Using panel data, this paper analyzes the impact of high inflation on household livelihoods in urban South Sudan. Based on a difference-in-difference approach, inflation is found to have a strong negative impact on urban poverty between 2015 and 2017, mainly driven by the increase of non-food prices. Food price inflation had a negative and statistically significant impact on girls' primary and secondary school attendance, while proximity to school is very important for girls' school attendance. Increases in food prices led to a decline in labor force participation, increasing unemployment among urban residents. Inflation is exacerbating food insecurity and hunger, particularly for the poorest households who are more vulnerable to hunger. Inflation has also negatively affected households' perceptions of welfare. These changes in welfare are mostly explained by the period of near hyper-inflation in 2017. Addressing high inflation must be at the center of efforts to reduce poverty and hunger to improve the welfare of the people of South Sudan
    DOI: 10.1596/1813-9450-10210
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 93
    Online Resource
    Online Resource
    Early Grade Reading Rainbow : A Quick Guide to Ending Learning Poverty (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Curriculum and Instruction ; Education ; Educational Sciences ; Literacy ; Primary Education
    Abstract: The Early Grade Reading Rainbow is a simple way to understand the key messages from the science of reading. Each rainbow color represents one of eight key skills students need to master to become independent readers. This guide presents the basic elements of an approach to decreasing learning poverty through planning for a program of reading instruction aligned with the science of reading. Each page deals with a single element of the program: it starts with understanding the key findings of the science of reading and then proposes how these can be instantiated in a multi-year series composed of daily lesson plans, each building on the previous one. It also proposes that teacher guidance and support be provided, and that instruction and materials be in the language students best speak and understand. It further proposes that teaching and learning materials be made available to each child, that assessments be aligned with the progression of subskills that are the focus of instruction, and that these materials be adapted to the local linguistic and cultural context
    DOI: 10.1596/37993
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 94
    Online Resource
    Online Resource
    Handbook for Literacy Lesson Planning : Early-grade Classroom Activities for Teaching Children to Read (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Curriculum and Instruction ; Education ; Educational Sciences ; Primary Education
    Abstract: This Handbook for Literacy Lesson Planning is designed to be used as a resource for education stakeholders seeking to design evidence-aligned early grade literacy programs. It describes the different subskills involved in learning to read, outlines best classroom practices for each subskill, and offers examples of high-quality classroom activities for each best practice
    DOI: 10.1596/37998
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 95
    Online Resource
    Online Resource
    Effective Teacher Professional Development Using Technology : Technology-Based Strategies from across the Globe to Enhance Teaching Practices - A Guidance Note (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Education
    Abstract: Technology for Teaching (T4T) is the World Bank's program to assist countries implement effective, scalable teacher professional development (TPD) programs that use low- and high-technology solutions to train and support teachers/Pedagogical Leaders (PLs). T4T provides practical tools to policymakers and practitioners for designing and implementing operationally feasible tech-based TPD in their contexts, thus contributing to build inclusive and resilient education systems. This Note presents common barriers that teachers/PLs face at each TPD stage and offers operationally feasible, tech-based mitigation strategies. These will enhance access to and engagement with TPD, will improve application of skills and knowledge in the classroom, and can be implemented in low-resource contexts. Drawing on emerging research and successful on-the-ground programs that support teachers/PLs from across the globe, this Note can be used by policymakers and practitioners to consider a range of options to address implementation barriers and scale up TPD programs using technology
    DOI: 10.1596/37983
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 96
    Online Resource
    Online Resource
    Understanding Multidimensional Determinants of Disability-Inclusive Education : Lessons from Rwanda, Sierra Leone, and Zambia (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Disability ; Education ; Social Development ; Social Inclusion and Institutions ; Social Protections and Assistance ; Social Protections and Labor
    Abstract: Children with disabilities undoubtedly face barriers within the education system, however they also face significant challenges within the broader ecosystem that can significantly undermine their and their family's ability to pursue educational opportunities on par with their peers without disabilities. This study aimed to understand what key determinants beyond school-based factors shaped the experiences of children with disabilities and their families' ability to support their educational participation in primary school through case studies in Rwanda, Sierra Leone, and Zambia. The report also includes findings from a short regional survey of parents' and caregivers' perceptions across Sub-Saharan Africa. The study explored factors such as: (1) parental aspirations and involvement in their child's education; (2) stigma and attitudes about children with disabilities; (3) access to necessary supports such as assistive devices, learning materials, and personal assistance; (4) additional and out-of-pocket costs borne by families to support the educational participation of children with disabilities as compared to children without disabilities; (5) accessibility of community infrastructure and transportation; and (6) financial resources and government benefits available to families to support their child's education
    DOI: 10.1596/37967
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 97
    Online Resource
    Online Resource
    The Impact of Gas Flaring on Child Health in Nigeria (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (22 pages)
    Parallel Title: Erscheint auch als Alimi, Omoniyi Babatunde The Impact of Gas Flaring on Child Health in Nigeria
    Keywords: Air Quality and Clean Air ; Demographic Health Survey Data ; Early Child and Children's Health ; Early Childhood Development ; Energy ; Environment ; Environmental Hazard ; Environmental Regulation ; Gas Flaring ; Gas Production Regulation ; Hazard Risk Management ; Infant and Child Health ; Oil and Gas ; Oil and Gas Production ; Satellite-Detected Health Data ; Stunting ; Education
    Abstract: Burning off the gas coming out of oil wells-gas flaring-is a common practice in oil-producing developing countries. This economically wasteful and environmentally damaging process occurs because infrastructure has been built with a focus on oil production rather than gas capture and because weak regulations and limited environmental monitoring make flaring an attractive choice for oil producers. Moreover, gas flaring is harmful to human health, especially because of pollutants. This research focuses on Nigeria, where over 10 percent of all gas produced is flared and about 2 million people in the Niger Delta live within four kilometres of a gas flare. While several studies from developed countries examine relationships between gas flaring and human (especially infant) health, a lack of data limits what research is possible in developing countries. This paper uses infant health data from Demographic Health Surveys, and satellite-detected data on gas flaring to examine the effects of flaring on disease incidence and infant mortality in oil-producing regions of Nigeria. The findings show a strong positive association between gas flaring and the incidence of respiratory diseases and fever among children younger than five years. The study contributes to the literature measuring the wider cost to society of oil and gas production and adds to a growing body of work using satellite data to understand well-being in places where conventional data sources are unavailable or unreliable
    DOI: 10.1596/1813-9450-10153
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 98
    Online Resource
    Online Resource
    From Learning Recovery to Education Transformation : Insights and Reflections from the Fourth Survey on National Education Responses to COVID-19 School Closures (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Education ; Education Indicators and Statistics ; Education Reform ; Educational Institutions and Facilities
    Abstract: To explore how countries have progressed in learning recovery and longer-term education transformation, the Organization for Economic Co-operation and Development (OECD), United Nations Educational, Scientific, and Cultural Organization (UNESCO), UNESCO Institute for Statistics (UIS), United Nations Children's Fund (UNICEF) and the World Bank have conducted the fourth round of the Survey on National Education Responses to Coronavirus disease 2019 (COVID-19) school closures (joint survey', with responses from Ministries of Education in 93 countries. While the first three rounds of the survey were implemented in relatively rapid succession during the periods May to June 2020, July to October 2020, and February to June 2021, respectively, the fourth round was implemented more than one year after the last data collection during the period April to July 2022, when almost all schools had re-opened and policymakers were beginning to reflect on responses going forward in the post-pandemic normalization period. Findings from the joint survey are supplemented by data from the global education recovery tracker (GERT) survey, administered with 166 World Bank and UNICEF country offices between May to July 2022. This report includes the main findings from the surveys, which are analyzed and presented along the lines of the five RAPID key policy actions. Furthermore, each of these analyses is complemented by a discourse of the policy implications and related measures required for longer-term education transformation to address the longstanding systemic bottlenecks, ensure future system sustainability, and achieve national, regional, and global goals, including sustainable development goal 4 on education
    DOI: 10.1596/38112
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 99
    Online Resource
    Online Resource
    capturing the Educational and Economic Impacts of School Closures in Poland (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (11 pages)
    Parallel Title: Erscheint auch als Gajderowicz, Tomasz capturing the Educational and Economic Impacts of School Closures in Poland
    Keywords: COVID-19 Impact On Education ; COVID-19 Learning Loss ; Economic Impact of Learning Loss ; Economic Theory and Research ; Economics of Education ; Education ; Education Indicators and Statistics ; Macroeconomics and Economic Growth ; Primary Education ; School Closures ; Secondary Education
    Abstract: The effect of school closures in the spring of 2020 on the math, science, and reading skills of secondary school students in Poland is estimated. The COVID-19-induced school closures lasted 26 weeks in Poland, one of Europe's longest periods of shutdown. Comparison of the learning outcomes with pre- and post-COVID-19 samples shows that the learning loss was equal to more than one year of study. Assuming a 45-year working life of the total affected population, the economic loss in future student earnings may amount to 7.2 percent of Poland's gross domestic product
    DOI: 10.1596/1813-9450-10253
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
  • 100
    Online Resource
    Online Resource
    Dreams and Barriers : Aspirations, Expectations, and Schooling Outcomes of Indonesian Students (2022)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (39 pages)
    Parallel Title: Erscheint auch als Hillary C., Johnson Dreams and Barriers: Aspirations, Expectations, and Schooling Outcomes of Indonesian Students
    Keywords: Achievement ; Education ; Educational Aspriations ; Educational Attainment ; Educational Expectations ; Educational Populations ; Gender ; Gender and Education ; Motivation ; Psychology ; School Attendance ; Social Development ; Socioemotional Skills
    Abstract: High aspirations for their future motivate youth to strive toward them and achieve better outcomes. However, the influence of perceived constraints on the motivational power of is unclear: do high aspirations motivate independently of constraints or only when expected constraints seem workable This paper explores this question with a gender lens and using a large, cross-sectional survey of adolescent students in Indonesia. The findings show that most students aspire to high education levels, but only half of the students expect to complete the level to which they aspire. Although girls have higher aspirations than boys, girls are less likely to expect to achieve their aspirations. Years of aspired education are strongly correlated with better current schooling outcomes (grades and attendance), and while expectations are also associated with better schooling outcomes, the relationship is nonlinear. Aspirations seem to motivate students despite their perceived constraints, unless there is a large gap between their aspirations and expectations. Although there are similar patterns for boys and girls, aspirations are more correlated with boys' attendance, and expectations are more strongly related to boys' grades and attendance. Students cite both mental barriers and economic constraints to achieving their aspirations, especially the latter for girls. The results suggest that both male and female Indonesian students could benefit from programs that boost aspirations and address psychological and economic constraints
    DOI: 10.1596/1813-9450-10267
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    MPI Ethno. Forsch.
Close ⊗
This website uses cookies and the analysis tool Matomo. More information can be found here...