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Transcript of 1 The Global Education Challenge: A View from the World Bank Global Seminar Series 18 October 2006...
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The Global Education Challenge: The Global Education Challenge: A View from the World BankA View from the World Bank
Global Seminar SeriesGlobal Seminar Series18 October 200618 October 2006Washington DCWashington DC
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OverviewOverview
The Education For All Challenge (EFA)The Education For All Challenge (EFA)
The Education for the Knowledge The Education for the Knowledge
Economy Challenge (EKE)Economy Challenge (EKE)
The World Bank’s New Education Strategy The World Bank’s New Education Strategy
(ESSU)(ESSU)
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The Education ChallengeThe Education Challenge
Evidence is overwhelming that Evidence is overwhelming that educationeducation – particularly for girls– – particularly for girls– can break the can break the cycle of povertycycle of poverty, halt the spread of , halt the spread of AIDS, and create more stable and AIDS, and create more stable and prosperous nationsprosperous nations
Around the world, over Around the world, over 100 million 100 million children are out of schoolchildren are out of school, of which 58 , of which 58 million girls (million girls (primary school fees a barrier in some primary school fees a barrier in some
89 countries89 countries))
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Many countries will not reach UPC by Many countries will not reach UPC by 2015 if past trends continue2015 if past trends continue
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The Global EFA ChallengeThe Global EFA Challenge
Quality Quality ––1/3 drop out before last grade1/3 drop out before last grade, , poorly trained teachers, 800 million poorly trained teachers, 800 million illiterate, TIMSS –most did not reach the illiterate, TIMSS –most did not reach the lowest mark in mathlowest mark in math
Economic growth undermined by Economic growth undermined by HIV/AIDs, armed conflict, weak HIV/AIDs, armed conflict, weak governancegovernance
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The Global EFA ChallengeThe Global EFA Challenge
Resource needs for all countries to reach UPC Resource needs for all countries to reach UPC (between US$5.6 and 10 billion per year for all (between US$5.6 and 10 billion per year for all developing countries)developing countries)
UK has pledged 15 billion $ over next ten yearsUK has pledged 15 billion $ over next ten years
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The global EKE challengeThe global EKE challenge
education stimulates economic growth education stimulates economic growth through increased productivity (skilled labor, through increased productivity (skilled labor, technical and managerial innovations)technical and managerial innovations)
contributes to poverty reduction and contributes to poverty reduction and achievement of the MDGsachievement of the MDGs
increases countries’ capacity to cope with increases countries’ capacity to cope with natural emergenciesnatural emergencies
88
economic development is economic development is increasingly linked to a nation’s ability increasingly linked to a nation’s ability
to acquire and apply knowledgeto acquire and apply knowledge
99
knowledge is a key factor in knowledge is a key factor in explaining the difference between explaining the difference between
poverty and wealthpoverty and wealth
0
2
4
6
8
1958 1962 1966 1970 1974 1978 1982 1986 1990
Rep. of Korea
Ghana
GDP Thousands of1985 US dollars
Differenceattributed toknowledge
Difference dueto physical andhuman capital
1010
To improve competitiveness To improve competitiveness and welfare…and welfare…
::
Strong human capital base (secondary Strong human capital base (secondary education, tertiary education, lifelong learning)education, tertiary education, lifelong learning)
National innovation system (training of National innovation system (training of graduates and contribution to knowledge graduates and contribution to knowledge generation, adaptation and dissemination)generation, adaptation and dissemination)
1111
1212
evolution of Nokia salesevolution of Nokia sales
1313
knowledge for safetyknowledge for safety
1414
changing education changing education and training needsand training needs
higher skill levelshigher skill levels
flexibility to adapt to changeflexibility to adapt to change
need for continuing educationneed for continuing education
learning to learn and unlearn continuouslylearning to learn and unlearn continuously
1515
changes in job task-skill demands in the changes in job task-skill demands in the USA USA
(1960 – 1998)(1960 – 1998)
-10
-8
-6
-4
-2
0
2
4
6
8
10
12
14
16
1969 1974 1979 1984 1989 1994 1998Per
cent
ile C
hang
e
Expert Thinking
ComplexCommunication
Routine Manual
Routine Cognitive
Non-Routine Manual
Source: Autor, Levy, and Murnane (2003) “The Skill Content of Recent Technological Change: An Empirical Exploration,” Quarterly Journal of Economics.
1616
010
20304050
607080
90100
<1 1 2 3 4 5Pisa Proficiency Levels
Cu
mu
lati
ve %
of
learn
ers
Peru
Indonesia
Brazil
Mexico
Thailand
OECD total
OECD Average
PISA results for selected PISA results for selected developing countriesdeveloping countries
1717
Education Sector Education Sector Strategy UpdateStrategy Update
Broadening our PerspectiveBroadening our PerspectiveMaximizing our EffectivenessMaximizing our Effectiveness
Integrating education into a country-wide Integrating education into a country-wide perspectiveperspective
Applying a sector-wide approachApplying a sector-wide approach
Becoming more results-orientedBecoming more results-oriented
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Integrating EducationIntegrating Education into a Country Perspective into a Country Perspective
Macro-economic dimensionsMacro-economic dimensions
Linkages with other sectors Linkages with other sectors (health, water, transport, etc.) (health, water, transport, etc.)
Focus on service deliveryFocus on service delivery
1919
Progress Progress towards towards one MDG dependone MDG dependss on on progress progress achieved on achieved on othersothers
Some 200 million school years are lost each year as a result of ill Some 200 million school years are lost each year as a result of ill healthhealth
iron-replete children performed 100-400% better on standardized iron-replete children performed 100-400% better on standardized tests than anemic children tests than anemic children
Each year Zambia loses half as many teachers as it trains to Each year Zambia loses half as many teachers as it trains to HIV/AIDSHIV/AIDS
In Morocco, existence of paved road more than doubles girls’ In Morocco, existence of paved road more than doubles girls’ attendance at school attendance at school
Mothers who have completed primary education are 50% more Mothers who have completed primary education are 50% more likely to immunize their infantslikely to immunize their infants
In Africa, access to piped water increased school attendance by 2-In Africa, access to piped water increased school attendance by 2-16% by lowering collection time16% by lowering collection time
In South America, bringing water and sanitation coverage to 100% In South America, bringing water and sanitation coverage to 100% would decrease under five mortality due to diarrhea by 22%would decrease under five mortality due to diarrhea by 22%
2020
Applying a Sector-Wide Applying a Sector-Wide ApproachApproach
From pre-school to tertiary educationFrom pre-school to tertiary education
Intra-sectoral dimensionsIntra-sectoral dimensions Supply and demand factorsSupply and demand factors Determinants of quality, equity, efficiencyDeterminants of quality, equity, efficiency Public-private partnershipsPublic-private partnerships
2121
19601960
19801980
20002000
80%
3%
17%
49%
42%
9%
18%
55%
26%
Korea and Senegal:Korea and Senegal:balanced expansion of education balanced expansion of education
attainment?attainment?
19601960
20002000
19801980
95%
0.5%
4%
93%
89%
8%
6%
1%
2%
2222
Education for Education for Innovation and CompetitivenessInnovation and Competitiveness
To improve growth and welfare:To improve growth and welfare:
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Becoming more Becoming more Results-OrientedResults-Oriented
Establishing key outcomes and indicators Establishing key outcomes and indicators
Analyzing what drives outcomesAnalyzing what drives outcomes
Carrying out learning assessmentsCarrying out learning assessments
Systematically engaging in impact evaluationSystematically engaging in impact evaluation
Developing sound education information systems (EMIS) Developing sound education information systems (EMIS) with attention to data qualitywith attention to data quality
Using results effectively to reform policy and inform Using results effectively to reform policy and inform project design project design
2424
Education Sector Strategy UpdateEducation Sector Strategy Update
ONE SIZE DOES NOT FIT ALL
2525
Education SectorEducation Sector Strategy Update Strategy Update
THINKING GLOBALLY
ACTING LOCALLY
2626
“The only person who is educated
is the one who has learned how to learn…and change”
Carl Rogers