Publication

Ukraine has embarked on an ambitious reform agenda with great potential to transform and reposition the education system as a driver for economic growth and social prosperity. The reforms introduced following the Euromaidan Revolution have generated great optimism by decentralizing and democratizing the education system, while laying the foundations for greater alignment and integration with European norms and standards in education. Despite Ukraine's impressive foundations in and history of education, the system appears misaligned with the changing needs of the economy and the population.

The objective of this report is to support evidence-based decision making for refugee education in Ethiopia. This study was designed to inform existing and pipeline projects of the Government of Ethiopia, the World Bank, and key development partners, and to provide help with long-term engagement of the World Bank on education in Ethiopia. The research questions for this study, hence, emerge from the knowledge gaps identified by the project teams and other relevant development partners.

In South Sudan, the importance of focusing on young people is clear. They represent the majority of the population, with the average South Sudanese being 17 years old and the average 3rd grader reported as being already 14 years old. Furthermore, South Sudanese youth have low educational attainment, inconsistent economic participation and are also affected by the widespread violence that has existed for a number of years in different regions of the country.

Extra-curricular activities (ECA) are instrumental in the acquisition of twenty-first-century skills, which include both intra-and inter-personal skills. Now that basic skills of reading and writing in early grades are taken for granted in many parts of the world, twenty-first-century skills are becoming more important. With robots and artificial intelligence taking on ever greater presence in society, education has to go much beyond the provision of knowledge and basic skills.

Tajikistan’s human capital, eroded by the country’s civil war (1992–97), remains low today. According to analyses by the World Bank’s Human Capital Project, a child born in Tajikistan today is expected to be 53 percent as productive as he or she could be with full health and complete education. High rates of childhood stunting, low preschool coverage and low learning outcomes are the major reasons for underperformance. Accordingly, Tajikistan has made it a development priority to invest in high quality early childhood development (ECD) and early childhood education and care (ECEC).

There is a learning crisis in Mozambique, with less than half of fourth grade students being able to identify basic words, and less than 1 in 5 reading a paragraph in Portuguese (SDI 2018). Among the factors that are associated with low levels of learning, there is evidence of low instructional dosage (2hr and 5 mins per day), low teacher content knowledge and weak teaching practices in the classroom (Bold et al, 2017; SDI 2018). In this context investing in strengthening teachers’ knowledge and skills is crucial.

This report summarizes the results of an Early Grade Reading Assessment (EGRA) conducted in Kiribati from September 21 to October 27, 2016. With funding from the Global Partnership for Education (GPE), the World Bank and Education Technology for Development (Et4d) carried out the assessment in collaboration with the Kiribati Ministry of Education (MOE). The overall purpose of the EGRA was to inform education policymakers of students’ basic reading skills in years 1-3 of primary school and to identify factors that ontribute to reading development in Kiribati.

This report summarizes the results of an Early Grade Reading Assessment (EGRA) conducted in Tuvalu from September 21 and October 27, 2016. With funding from the Global Partnership for Education, the World Bank and Education Technology for Development (Et4d) carried out the assessment in collaboration with the Tuvaluan Ministry of Education, Youth and Sports (MEYS). The overall purpose of the EGRA was to inform education policymakers of students’ basic reading skills in years 1-3 of primary school and to identify factors that contribute to language development in Tuvalu.

This policy brief presents findings from the second national census of children’s early development in Tonga; the Tongan early Human Capability Index.

The objective of the report which is in two phases, is to explore the overarching factors in theCentral African Republic (CAR) that contribute to the out-of-school youth phenomenon with a view toproviding recommendations for improving existing policies and programs.