Primary

Consideration of lifelong learning extends the World Bank's traditional approach to education, in which subsectors are looked at in isolation. Three years ago, when he articulated the Comprehensive Development Framework, World Bank President James Wolfensohn referred explicitly to lifelong learning as a component of what education means for poverty alleviation In 1995 Priorities and Strategies for Education (report no. 14948) emphasized the need to look at the education system in a more holistic manner. The 1999 Education Sector Strategy(report no.

In the aftermath of Hurricane Mitch in 1998, the Honduras Interactive Environmental Learning and Science Promotion Project Profuturo was launched as a multi-sectoral effort designed to encourage and expand scientific, environmental, and cultural knowledge and management in the context of Honduras' sustainable development needs and ethnic diversity. Profuturo benefits Hondurans by providing higher quality scientific education, improved environmental management, human capital development, and poverty reduction through a better qualified labor force.

During the past decade the international community has focused its efforts on strategies to help the people of the world's poorest countries share in the benefits of globalization and escape the traps of poverty. The decision at the United Nations Millennium Summit in September 2000 to adopt eight specific Millennium Development Goals (MDGs) provides an agreed political benchmark for measuring the progress of global development.

Education has a key role to play both in preventing HIV/AIDS and in mitigating its effects on individuals, families, and community's society. HIV/AIDS is affecting all areas of the globe with devastating impact. Children and young people have been disproportionately affected by the epidemic. Levels of infection peak in the 15-24 age groups, and the impact on families, households, and communities is often even harder on the young people within them.

This paper utilizes data from several sources to examine the levels, and trends, in living standards in different states of India (rural and urban areas considered as separate states). Two major results, supported by evidence at different levels of aggregation and different models, emerge. First, that girl and mother's education i.e. female education, is the single most important determinant of any improvement (change) in living standards in health and education.

The use of information and communications technologies (ICT) complements other information education and communications (IEC) campaigns designed to reach youth. The same technology re- sources e-mail, CD-ROMs, listserves, and the World Wide Web. that can link HIV/AIDS educators and activists around the world, also hold great promise for reaching youth, who typically embrace the use of technology for entertainment, learning, and communication when given access to these resources.

This policy note analyses the evidence on the various equity issues relating to the participation and completion of elementary school education in India is based on the data collected by the national sample survey (NSS) and national family health surveys (NFHS), the latest year being looked at is 1998-99. this documentation of state-wise regional, community, gender and income inequities therefore do not take into account the progress made by states in reducing the inequities under the district primary education program (DPEP) program for the last 8 years.

The focus of this case study of education reform is limited to three specific interventions by the South African government: education finance reform, curriculum reform, and the teacher rationalization process. These three interventions were sampled from a rich mix of reforms because they were initiated very early in the democratic transition and because there is a reasonably sound empirical base from which to make judgments about the efficacy and effectiveness of these interventions.

Putting all children worldwide in school by 2015 will constitute, collectively, the biggest building project the world has ever seen. Some 10 million new classrooms will be spread over 100 countries. At current costs of about $7000 per classroom in Africa, $8000 per classroom in Latin America, and $4000 per classroom in Asia, the total price tag for construction will come to about $72 billion dollars through 2015, or about $6 billion annually. In the 1960s, most World Bank education projects focused on construction and were managed by architects.

The Bank is providing technical assistance to the Government of El Salvador, the country's private sector, and civil society to help strengthen corporate social responsibility (CSR) practice, as a component of El Salvador's strategy to compete in the global economy. Following the Bank's first mission in September 2002, it was agreed with the Ministry of Education that follow-up technical assistance would be provided to the Ministry itself, FUNDAEDUCA and FIDES.