Secondary

The report discusses how to project the impact of HIV/AIDS on education systems, how to mitigate the impact, and how to ensure access to education for orphans, and vulnerable children. In addition, it argues on the impact education should have on the epidemic's prevention, by promoting behavioral change, peer counseling, and, analyzing current trends.

Many poor countries are initiating teacher contract reforms to meet a growing demand for primary education at a time of increasing government deficits. Key aspects of this reform include reduced salaries and benefits for new, contractual teachers. Using data from Togo, the authors find that students of regular teachers systematically outperform those of contractual teachers, even after controlling for prior achievement, household-, school- and classroom characteristics.

After World War II, most developing countries, including the socialist countries, adopted a comparative advantage defying (CAD), overtaking development strategy to accelerate the growth of firms in capital-intensive sectors. Reforms are necessary for improving economic performance in many developing countries adopting the CAD strategy.

This study is part of a series of education country status reports (CSRs) that are being prepared by Bank staff in collaboration with national teams from various Sub-Saharan countries. The immediate objective is to enhance the knowledge base for policy development in the education sector. More broadly, CSRs create a basis for engaging a diverse audience in dialogue on education sector policies, and for developing a shared vision for the future.

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.

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.

By the year 2000, Brazil had almost achieved universal primary enrollment for Grades 1-4, and more than 50 million Brazilians were enrolled in the country's education system. From 1970 to 2000, 32 million additional students entered school, two-thirds of them during the last two decades. Over a five-year period (1996-2000), while primary schooling continued to make important gains, enrollments in secondary and tertiary education in Brazil grew at the astonishing rate of 43% and 44% respectively. Many developing countries face problems with age-grade distortion.

The Primary Education Stipend Project (PESP) aims to increase the educational participation-enrollment, attendance, persistence, and performance--of primary school-aged children from poor families throughout Bangladesh by providing cash payments to targeted households. Initiated by the Government of Bangladesh (GOB) in July 2002, the Primary Education Stipend Project began its first official year of operation in January 2003, with the goal of supporting more than 5 million pupils.

The rapid pace of information communication technologies (ICT) in the last ten years have transformed developed countries into information societies. Consequently, new technologies are at the center of debate in developing countries, who also aim at profiting from its advantages. Technology transfer is unprecedented, where electronic commerce, largely due to modern semi-conductors, now allows substantial price, and operational cost reductions. Similarly, the emerging industrial enterprises, mainly small and medium scale, are competitively grouped along complementary activities.

A number of countries committed themselves to the Millennium Development Goals (MDGs), aimed at eradicating extreme poverty, and improving the welfare of people by the year 2015. The book assesses whether universal primary education can be achieved by 2015. The study focuses on the largest low-income countries that are furthest from the goal, home to about seventy five percent of the children out of school globally.