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Making Learning for All a reality So that children and youth can have a lifetime of learning and have healthy, productive and happy lives

Learning for All 2

Learning happens throughout life. Early investments in education are essential, but they must be sustained throughout life. Though basic education enrollment and completion rates have improved dramatically, many children are not learning even the basic skills of reading and math. 1. Invest early 2. Invest smartly 3. Invest for all

Learning happens throughout life 3

Challenges for learning throughout life Highest returns on investments between ages 0-3 Participating in well-conceived ECD programs raises likelihood of staying in school and being successful while there—and later in life

Rate of return to investment

Malnutrition, neglect and4abuse stunt a child’s cognitive and noncognitive development

0-3

4-5

School

Post school

Invest early Early investments lay the foundation for lifelong learning

How we are investing Using community participation to reach poorest • Mozambique: “Escolinhas” or ECD centers use trained community volunteers to improve children’s cognitive stimulation - 87% increase in overall cognitive score Supporting a multisectoral approach • Jamaica: Better ECD services through coordinated programs in health, education, and social protection Expanding knowledge about country policies & programs— and evaluating their impact

Woman holding infant, Nigeria

Preventing malnutrition, abuse, and neglect early in life has positive effects throughout life

Enrollment rates don’t tell the whole story about where the most out-of-school children are 6

Pakistan 7,299,797

Bangladesh 1,835,269

10 Countries with the Lowest Primary Net Enrollment Rates (2009) 1

Eritrea

35.7

2

Djibouti

44.4

3

Equatorial Guinea

54.1

4

Cote d'Ivoire

57.2

5

Niger

57.4

6

Burkina Faso

63.3

7

Pakistan

66.4

8

Gambia, The

67.2

9

Central African Republic

69.0

Cote d'Ivoire 1,383,700

India 3,852,460 Ethiopia 2,183,872

Source: UNESCO Institute for Statistics in EdStats, July 2011 Notes: Latest figures available, data were not available for 66 of 213 countries. Out-of-school children defined as children of primary school age (7-11) not currently enrolled in a primary school program.

10

Yemen, Rep.

72.7

2008-2010 data

Invest smartly: ensure learning happens Children and youth need access to educational services

How we are investing 6.000

NEW EDUCATION COMMITMENTS BY IDA AND IBRD (IN $MILLIONS, 2000-2012)

5.000 4.000

• Expand investments in education, especially basic education, to help achieve the MDGs • Now halfway to 2010 WB pledge to top-up investments

IBRD

IDA

3.000 2.000 1.000 -

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

clockwise: Disabled student in Slovakia; Students in a health class in Sri Lanka; Primary school girls in Mali; Secondary school students in Turkey. Photos: World Bank

Invest smartly: ensure learning happens Children and youth need access to educational services How we are investing Understanding obstacles, evaluating solutions. In Malawi, a recent study has shown that cash transfers can dissuade adolescent girls from dropping out early; in Cambodia, scholarships increased girls’ transition probability to secondary school and led to new project Leveraging the private sector and communities Pakistan’s per-student subsidy to low-cost private schools offer free education and achieve learning goals; school grants in Turkey use local community participation No one size fits all. Fragile & conflict-affected settings need special approaches to service delivery.

clockwise: Disabled student in Slovakia; Students in a health class in Sri Lanka; Primary school girls in Mali; Secondary school students in Turkey. Photos: World Bank

More children go to school but many do not learn even the basic skills of reading and math 9

100

grade 8 students as a % of all 14 year-olds grade 8 students with some knowledge of whole numbers, decimals, operations, basic graphs as a % of 14 year-olds 0

Inequality in learning both globally and regionally Combined PISA, TIMSS, SACMEQ, PASEC results 10

Distribution of Achievement by World Performance Quintile

100,00% 90,00%

Quintile 1

80,00%

Quintile 2

70,00%

Quintile 3

60,00%

Quintile 4

50,00%

Quintile 5

40,00% 30,00% 20,00% 10,00% 0,00%

Advanced Economies

East Asia and Europe and Latin America Middle East and North the Pacific Central Asia and the Africa Caribbean

South Asia

Sub-Saharan Africa

Invest smartly: ensure learning happens A new generation of investments focused on learning How we are investing Measuring learning to sharpen reform focus Early grade reading assessments in Timor-Leste and Papua New Guinea; Brazil, Mexico, Colombia, Peru to mainstream Stallings Classroom observations into teacher inspection systems Too many children and youth leave school without knowledge or basic skills

Financing against results performance grants to Lagos secondary schools based on test scores and teacher attendance; per-capita financing formulas in Uzbekistan and Bulgaria to achieve specific results Post-secondary training In Punjab, Pakistan, a cluster-based skills development program in selected centers and trades, targeting youth between the ages of 15 and 20 with eight to ten years of education

High youth employment … but employers are not finding workers with the skills they want 12

Proportion of firms reporting worker skills as an obstacle

• Global Employment Trends 2012: 75 million young people aged 15-24, or 12.7% unemployment rate • Young people 3 times more likely than adults to be unemployed

Invest for all: reduce inequalities The poorest children lag most in completed years of schooling and in learning 650 600 550

TIMSS 2007, Grade 8 Mathematics test scores

500 450 400 350 300 Ghana El Salvador Botswana Colombia Morocco Algeria Egypt Syrian Arab Rep. Indonesia Iran Georgia Tunisia Jordan Mongolia Turkey Thailand Lebanon Bosnia And Herz. Romania Ukraine Bulgaria Malaysia Serbia Armenia Lithuania United States Russian Fed. Korea, Rep. Of

250

Richest quintile of students Young girl, taken out of child labour in India. Photo: © John Isaac

Poorest quintile of students

Average score

Invest for all: reduce inequalities How we are investing Supporting comprehensive programs for universal education India’s Sarva Shiksha Abhiyan (SSA) expands teacher training, remedial education, free textbooks, more activity-based learning  to raise girls’ enrollment especially Providing targeted support Mexico’s ECD program supports parental education in the hardest-to-reach and poorest communities Reducing financial burden in higher education Chile’s study to inform tertiary education reform to reduce the financial burden on the poorest students and improve cost-sharing among the higher education institutions, the state and students

Young girl, taken out of child labour in India. Photo: © John Isaac

From strategy to action to learning results 15

6

NAM

No one size fits all: Bank’s role differs across countries

BGR

Assessment Score 3 4

5

BRA HRV

NER

ZMB

MEX

KHM

TUR ROM

ARG THA BLZ SWZ

PAN

SLB COM

IND GIN

2

MDG LBR

AFG ZAR

ERI

SDN

ALB AZE MKD VNM MYSURY UKR ETH IDN BFA KAZ ZAF SRB GHA MAR PERNIC LSO MNE CRI BWABGD MLI YEM KGZ MNG HND EGY SLV ARM COL

CHN

CHL

GTM GEO GMB

PHL

Manage the whole results chain: Single interventions not likely to improve learning outcomes.

RUS

BTN LKA ECU

PAK VEN UZB

CIVCMR AGO MOZ TGO KSV PRY BIH

Keep focus on results: measure, innovate, assess

BOL

1

ZWE

1

2

Source: CPIA 2011 ratings

3 4 Teachers Score

5

6

Partnerships for greater aid effectiveness: broaden to private sector & CSOs

More than meets the eye: Where reform is needed to improve resource effectiveness What we see & measure Enrollment, years of schooling Student test scores Skills & competencies learned

What we don’t see or don’t measure Policies Institutions Implementation capacity Values Politics

How the Bank is building knowledge for reform through SABER* (*System Approach for Better Education Results) 17

   

SABER is a knowledge platform to help strengthen education systems and deliver better learning results— and to inform the design and implementation of reforms and Bank operations A comparable, worldwide database on education policies and institutions so that countries can assess and benchmark their systems with respect to key policy areas (e.g., financing, teacher policies, student assessment, governance, workforce development) Applied to many countries, including developed & developing countries – 119 countries as of April 2012, with 99 having completed data collection. It follows the Bank’s open-data policy Partnering with aid agencies and global experts on development and application

Education Inputs

Quality of policies & institutions

Current focus of SABER

Quality of policy implementation

Future addition under SABER - UF

Quality and quantity of education delivered

Focus of data collection

Learning for all

SABER: Collecting and using technical knowledge and open data to inform education investments & reform 18

Armenia Bangladesh Ethiopia Kyrgyz Republic Mozambique Nepal Serbia Sri Lanka Vietnam Zambia Angola Kuwait Tajikistan

LATENT No NLSA in place.

EMERGING Unstable NLSA in place; assessment quality and impact weak

Jordan Korea

ESTABLISHED Stable NLSA of moderate quality in place; information disseminated, but not used effectively

Finland USA

MATURE Stable NLSA of high quality in place; information effectively used.

Are student assessments in place: A national large-scale assessment is one type of student learning assessment


Eight teacher goals


Are there minimum standards for pre-service teacher education programs? To what extent are new teachers required to be familiar with classroom practice prior to teaching during initial training?

LATENT Not required or 3 months but 2 years


SABER-Teachers: 73 education systems in 50 countries

From strategy to action and learning results

We are investing to help improve education systems in our partner countries and through new knowledge & data and through partnerships, we are helping to make those investments count

Thank you! Visit Invest Early. Invest Smartly. Invest For All www.worldbank.org/educationstrategy2020

Elizabeth M. King Director, Education The World Bank

23

in Africa, the poorest have much lower primary lower completion rates 1

Grade 6 completion of 15-19 year olds in the richest and poorest quintiles.

Proportion

0,8

0,6

0,4

0,2

Burundi Rwanda Niger Burkina Faso Guinea-Bissau Chad Angola Mozambique Burkina Faso Senegal Ethiopia Mali Guinea Comoros C.A.R. Liberia Madagascar Cote d'Ivoire Mauritania Mauritania Togo Benin Sierra Leone DR Congo Uganda Gambia Malawi Cameroon Lesotho Tanzania Congo Rep. Gabon Nigeria Zambia Ghana Swaziland Kenya Namibia South Africa Zimbabwe

0

Richest quintile

Poorest quintile

Average grade 6 completion

Source: Filmer, Deon. 2010. “Education Attainment and Enrollment around the World: An International Database.” http://econ.worldbank.org/projects/edattain.