Education System Assessment

This report presents an analysis of the Early Childhood Development (ECD) programs and policies that affect young children in the Tunisia 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 Tunisia, along with regional and international comparisons.

The workforce development (WfD) systems of the seven MENA countries studied in this exercise--Egypt, Iraq, Jordan, Morocco, the Palestinian Territories, Tunisia, and Yemen--were evaluated using the Systems Approach for Better Education Results (SABER) workforce development diagnostic tool and scored similarly in many aspects. Broadly, the seven MENA countries' WfD systems remain very much in need of policy and institutional reform in order to better match skills demand with skills supply.

Female access to higher education in Afghanistan is has been and continues to be limited. At the basic education level, the country has made great advances since 2000; it increased access from 900,000 students in 2000, almost all boys, to 6.7 million students in 2009, and girl?s enrollment increased from 5,000 under the Taliban to 2.4 million in the same time period (Afghanistan, Ministry of Education 2009-2010). Seventy-one percent are currently enrolled in primary and middle school (Grades 1-9) and 29 percent are enrolled in secondary education (Grades 10-12; Samady 2013).

Yemen, which belongs to the category of Least Developed Countries according to the OECD?s Development Assistance Committee, has faced many challenges during the last two decades in its endeavor to achieve an acceptable level of economic development. To inform policy dialogue on these important issues, this report presents a comprehensive diagnostic of the country?s WfD policies and institutions. The results are based on a new World Bank tool designed for this purpose.

In this report, we discuss the findings from the application of SABER - Teachers in
Yemen. Our goal is to enable policymakers to learn about how other countries address the same policy challenges related to teacher management and thus how to make well - informed policy choices that will lead to improved learning outcomes.

This report focuses specifically on policies in the area of Student Assessment in pre university settings across all school systems in Yemen. 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 Yemen 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 Yemen, along with regional and international comparisons.

Based on the SABER-WfD assessment, some key actions have been identified by policy makers and the private sector in Gaza and the West Bank, including (i) reactivation of the Higher Education Council for TVET and the establishment of a strong cross-sectoral Higher Council for Employment; (ii) institutionalization of employer and industry involvement at all levels (strategy formulation and implementation); (iii) finalization of the National Qualifications Framework; and (iv) regular administration of skills-related surveys for evidence-based policy making.

This report presents results of the application of SABER-Teachers in West Bank & Gaza in each of the eight policy goals. The report also includes a background of the education system in West Bank & Gaza.

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