The boundaries, colors, denominations and any other information shown on this map do not imply, on the part of The World Bank Group, any judgment on the legal status of any territory, or any endorsement or acceptance of such boundaries.
This tool provides education financing trends and World Bank Group financial contributions to education from fiscal year 2000 to 2016. The World Bank Group fiscal year (FY) begins on July 1, and ends on June 30.
All monetary data are in current U.S. million dollars rounded to the nearest whole number.
Projects coded according to eight education subsectors (adult literacy/non-formal education, pre-primary education, primary education, secondary education, tertiary education, vocational training, general education sector and public administration-education) have been regrouped into three areas (basic education, secondary/vocational education, and tertiary education) to better communicate World Bank Group education support.
For official data on the World Bank Group’s finances and projects please refer to:
Education highlights are based on activities financed through IDA/IBRD education-managed operations approved by the World Bank Group from 2000 to 2014. Additional information is available in the Edstats Education Projects Database. Data on IFC support is availablehere and on GPE is available here (not included in EdStats Education Projects Database and related analysis).
This tool provides access to Knowledge work produced by the World Bank Group since 2000. It includes published works formally categorized by the World Bank Group as: briefs, policy research working papers, publications, working papers, education sector reviews, other education studies.
For ease of access, these works are organized as briefs, impact evaluations and research, education system assessments and publications. They are categorized based on the level of education they focus on (early childhood development, primary education, secondary education, tertiary education, and technical and vocational education training) and are mapped to different education areas which comprise an education system according to the World Bank Group’s Systems Approach for Better Education Results (SABER) program (early childhood development, education resilience, education management information systems, engaging the private sector, equity and inclusion, information and communication technology, school autonomy and accountability, school finance, school health and school feeding, student assessment, teachers, tertiary education, workforce development).
Drawing on in-depth interviews with young women and men in rural and urban Brazil, this qualitative research explores gender dimensions in the causes and consequences of being "out of work and out of...
Region/Country: BrazilType: Impact Evaluation and Policy ResearchYear: 2018