Education System Assessment

Investing in skills has risen to the top of the policy agenda today in rich and poor countries alike. The World Bank supports its partner countries on this agenda in multiple ways: development finance, research and analysis, global knowledge exchange, and technical assistance. This report was originally conceived as a contribution to this catalog of the World Bank's work, but its topic and findings are relevant to all policy makers and analysts interested in skills-building to drive economic growth and improve human well-being.

The Education Resilience Approaches (ERA) program is developing frameworks and tools to understand the role and impact of education in conflict- and violence-affected contexts. This guide is for researchers, evaluators, and planners supporting education policy and program development in contexts of gender-related violence. It outlines a conceptual framework to support the collection, interpretation, and use of gender- and resilience-related information.

This report presents the findings of the assessment of Sri Lanka workforce development (WfD) system, conducted based on the World Banks Systems Approach for Better Education Results (SABER) WfD analytical framework and tool. The focus is on policies, institutions, and practices in three important functional dimensions of policy making and implementation strategic framework, system oversight, and service delivery.

This report focuses specifically on policies in the area of Student Assessment in pre university settings across all school systems in Sri Lanka. We discuss key policy areas of classroom assessment, examinations, national large-scale assessment, and international large-scale assessment.

This report focuses specifically on policies in the area of Student Assessment in pre university settings across all school systems in Pakistan-Sindh Province. We discuss key policy areas of classroom assessment, examinations, national large-scale assessment, and international large-scale assessment.

This report focuses specifically on policies in the area of Student Assessment in pre university settings across all school systems in Pakistan-Punjab Province. We discuss key policy areas of classroom assessment, examinations, national large-scale assessment, and international large-scale assessment.

Nepal is a partner to the international commitment to achieve the goals of Education for All (EFA) and Millennium Development Goals (MDGs) by 2015. Efforts have been made through the EFA National Plan of Action 2003-2015 and School Sector Reform Program (SSRP) to achieve the EFA goals and the MDGs. Over the last few years, Nepal has demonstrated progress in some of the indicators related to children?s participation in school.

This report focuses specifically on policies in the area of Student Assessment in pre university settings across all school systems in Nepal. We discuss key policy areas of classroom assessment, examinations, national large-scale assessment, and international large-scale assessment.

This report presents an analysis of the Early Childhood Development (ECD) programs and policies that affect young children in Nepal and recommendations to move forward. This report is part of a series of reports prepared by the World Bank using the SABER-ECD framework 1 and includes analysis of early learning, health, nutrition and social and child protection policies and interventions in Nepal, along with regional and international comparisons.

Accessibility and quality of education is a much-debated issue today. In Bhutan this is especially a concern for the population scattered across the extreme mountainous terrain of the country. Difficult access and spatial isolation leads to an unequal distribution of the quality services in Bhutan. It is also an issue for children in urban communities despite the easy access to schools. Poverty and disability hold children back from enrolling in and completing school.