Publication

This document serves two purposes, as a practical training manual for Bank staff, Education planners, and stakeholders, in the use of the Education-AIDS model in a particular country to assist with educational planning in the face of HIV/AIDS; and, as an introduction to the epidemiology of HIV/AIDS, the impact it has on the education sector, its scale, and how can it be captured empirically by the Education-AIDS model.

The conference was organized in response to the increasing realization that globalization, and the growth of the knowledge-based economy, pose economic and technological challenges to education systems worldwide. The economic importance of knowledge and innovation is increasing, along with reliance on technology and demand for both, traditional skills and new competencies. People therefore need access to learning on an on-going, lifelong basis, which in turn requires a stronger alignment of institutions and policies to create high performance, learner-driven systems.

The study addresses four major concerns within the Bank's Economic Restructuring Program in Karnataka: 1) identifying the priority issues facing the education sector; 2) indicating possible areas for expenditure reform, to improve the efficiency, and equity of public spending in education; 3) identifying measures to strengthen the effectiveness of public expenditure; and, 4) assessing the resource requirements for school education.

Information and communication technologies provide the basis for increasing and applying knowledge in the private and public sectors. Countries with strong information infrastructures that employ innovative information technology applications, have many advantages for sustained economic growth and social development. This book is, primarily, a business strategy which explains the World Bank's role in the development of information infrastructure.

This paper examines the patterns and determinants of inequities between indigenous and non-indigenous students in Bolivia primary schools, using a 1997 survey of third and sixth grades. Three key questions are posed in the empirical analysis: (i) How are family and school characteristics distributed across indigenous and non-indigenous students and other groups, and especially between girls and boys; (ii) How is academic achievement distributed across these groups, and again, across girls and boys; and (iii) What are the determinants of inequities in achievement?

The World Bank has not yet defined the main issues in management and capacity development in nutrition, nor has it developed methodologies for governments and project staff to identify and deal with these issues and systematically improve capacity. This issues paper is intended as a starting-point for developing the Bank's professional capacity in nutrition management and capacity development.

Investing in every child at an early age is an investment in human, and economic development for all. Children born in poverty are far more likely to grow undeveloped in both body, and mind. Science tells us that early child development (ECD) is critical, and marks a child for life, and, young children who are well nurtured, do better in school, and develop the skills to compete in a global economy.

Africa must replace a reliance on natural resources, with a flexible educated, and healthy workforce; but in making this transition, its greatest challenges will be in improving, and expanding educational opportunity, with solutions being increasingly sought in distance education, and information and communication technologies (ICTs) to enhance quality, and access, and to stimulate educational reform.

In 2001,the Egyptian government announced its intention to build on progress toward improved child health, and education by increasing enrollment rates in kindergarten (KG) programs, and improving early childhood education. The repot examines the status of KG enrollment, stipulating fifty percent is in private schools, and, most programs in the private sector are developed, and managed by non-governmental organizations (NGOs) and religious schools.

This study assesses the educational progress of Egypt, especially in basic education and identifies the issues that still need to be addressed. At the level of basic education real progress has been made on narrowing regional and reducing gender disparities, reducing class size, eliminating multiple shifts, increasing class instructional time, and introducing technology in the classroom. While Egypt is to be lauded for its significant achievements, problems persist in the education sector. Of particular concern are the problems of the poor.