Primary

This report focuses not only on the gaps facing Latin America in both education and technology, but especially on the interactions between the two. The central premise of the report is that skills and technology interact in important ways, and this relationship is a fundamental reason for the large observed differences in productivity and incomes across countries. This report argues that skills upgrading technological change, and their interaction are major factors behind total factor productivity growth.

Recent education planning initiatives in West and Central Africa show that the path to EFA may be shortened considerably by reconsidering the way basic education is delivered in isolated rural communities. Since independence, education systems have been expanding rapidly and are now serving most of the easy-to-reach population. For progress to continue, the focus must be shifted toward the sparsely populated areas, which means adjusting the type of schools used, and building them close to where children live. Most out-of-school children live in rural areas.

As a Country Gender Assessment (CGA) for Turkey, the present study attempts to analyze gender issues in Turkey through a comprehensive review of conditions and gender disparities in the most relevant sectors. It also seeks to identify areas of potential intervention where World Bank programs and other programs and actions by government and civil society can help impact to enhance sustainable development and poverty reduction efforts in the country.

The events of the last few years have directed even more attention to the relationships among religion, education and social cohesion in the context of development in Asia. There is, therefore, a need to consider the combined role of religion and education in fostering a more holistic form of development without concurrently fanning flames of ethnic, religious and other kinds of conflicts. This book discusses the relationship between religion, the role of education in generating social capital and its impact on the development of society.

This paper is organized as follows: Section 1 provides background on the country - the first step usually taken in policy making. Section 2 provides a definition of policy and the factors which make inputs into its development are examined. In Section 3, features of a general policy to guide curriculum development efforts are presented. Section 4 deals in detail specifically with policy requirements for the core curriculum. Section 5 provides a formula for the scheduling of the core curriculum. Section 6 focuses on policy for literacy and numeracy.

This policy note is aimed at contributing to a broader discussion on how the private sector can be best used to achieve priority educational goals in India. This paper includes the following contents: background and objectives; the grant-in-aid system in India - an historical perspective; size of the private aided sector in India - school education; size of the private aided sector in India - higher education; public expenditures on grants-in-aid; performance and costs of aided institutions; issues for reform in the GIA sector; recent attempts at reform; and recommendations.

The key role of textbooks, and other written training materials play in enhancing the quality of education is universally recognized. This role is especially important in Sub-Saharan Africa (SSA), where there is generally, a severe shortage of reading materials. To help countries establish systems that can ensure reliable provision of textbooks, has therefore been an important element of the Bank's support for education development in Africa, over the last two decades. Other development agencies, and African governments have made similar investments.

These operational guidelines for textbooks, and reading materials provide the framework for appraising borrowers' proposals for financing textbooks, or reading materials for educational purposes. It also provides the principles the Bank supports in carrying out publishing activities, financed from the proceeds of a Bank loan.

The Government of Uganda has become increasingly aware of the importance of post-primary education, especially with the expected increase in post primary demand after the implementation of Universal Primary Education (UPE). In fact, the government is so eager to expand and improve the system that President Museveni announced during the 2001 election that he would pursue Free Secondary Education. The Ministry of Education and Sports (MOES) has since begun to assess the implications of such a policy.

This pamphlet presents stories of people from local communities, civil society, the private sector, international institutions, and the World Bank who are working together to create opportunities around the world.