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 World Bank Group financial contributions to education (USD $ million) from fiscal year 2000 to 2018. The World Bank Group fiscal year (FY) begins on July 1, and ends on June 30. The data include IBRD/IDA financing and Recipient-Executed Grants that support education in the six official regions (Africa, East Asia and Pacific, Europe and Central Asia, Latin America and Caribbean, Middle East and North Africa, and South Asia). This includes funds for education components in all projects managed by all Global Practices.
Projects coded according to the Bank’s 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) are regrouped into three main areas (basic education, secondary/vocational education, and tertiary education) to better communicate World Bank Group education support.
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).
The time teachers spend teaching is low in several developing countries. However, improving teacher effort has proven difficult. Why is it so difficult to increase teacher effort? One possibility is...
Region/Country: WLDType: Impact Evaluation and Policy ResearchYear: 2018