OVERVIEW WE ARE LIVING A LEARNING CRISIS Millions of children cannot read or write, despite having attended school. Developing countries have made tremendous progress in getting children into the classroom, and more children worldwide are now in school. But learning is not guaranteed. For about half of students, schooling is not learning. And in Sub-Saharan Africa, almost 90 percent of students do not have the minimum skills. And not even all children are in school. Education systems need to be strengthened and aligned so that the focus is on ensuring that all children learn. Education is fundamental to building the human capital that allows people and countries to thrive. OUR PRIORITIES: 1 Ensuring that kids are off to a good start 3 Integrating curriculum and instruction for In the developing world, only half of all children between the learning ages of three and six years are in preschool. In low-income Learning happens through rich interactions between stu- countries, only one in five are in preschool. We are working dents and teachers. Improving the quality of those inter- to ensure access to a fulfilling preschool experience for all actions is at the center of our work. We support countries children by promoting and supporting quality early child- in defining what competencies and knowledge should be hood education. taught, in supporting teachers and schools in effective in- struction strategies, and in measuring what students learn. 2 Revamping teachers’ professional development A good teacher makes all the difference. For learning to 4 Building implementation and management happen, teachers must be in the classroom and be qualified, capacity motivated, and focused on making sure all students learn. Education systems must deliver a complex service, day We are working with governments and partners to improve after day, to millions of students. Great program designs, how teachers are recruited, paid, rewarded, incentivized, as- even when resources are available, can fail if they lack sessed, and trained. Teachers’ responsibilities are immense. financial management, procurement, and administrative Countries that succeed are those that recognize this and capacity. Implementation and managerial capacity is criti- value teachers. cal for a successful education system. We are working with countries to build their capacity to organize and manage education systems. WHAT WE DO MOVING FORWARD The World Bank Group works with countries to develop and improve their education systems to identify and An increasingly automated economy demands that support the policies, programs, and interventions needed to deliver learning for all. people of all ages be equipped with the skills to keep learning, adapt to changing realities, and thrive in a We prioritize our efforts across the whole of the education life cycle, focusing on what is needed for successful, accessible, dynamic global marketplace. With this in mind, the SOC IAL-EM and impactful education systems. These include five key focus areas: Early Childhood Development, Teachers, Management Our ec OTION onomy World Bank is ensuring that embedded in our work thinkin places AL S K Capacity & Service Delivery, Higher Education, and Skills; and five areas that cut across these focus areas: Girls’ Education, g an a premiu I LL S New Technologies, Data & Measurement, Inclusive Education, and Education in Fragile, Conflict & Violence Contexts. is a focus on: creativ d problem s m on s k it y, and th olving, grit, ills such as teams e ab per crit . These skills o are crit ility to comm sistence, cu ical ical com unicate r io f li into cla teracy and n pleme and wo sity, OUR PRINCIPLES ssroom um n ts to curricu eracy and sh the founda r k in la thro o u ld b tional ughou The World Bank applies a systemic approach to supporting and enhancing education systems that deliver t the e e integrated ducatio learning for children, young adults, and adults who were not able to get the fundamental skills when young and n cycle . for whom the future of work poses new challenges. 1 We take an integrated approach to the education 4 We want to strengthen financing tied to results. system to ensure learning throughout the life cycle. Edu- Funds need to be appropriately directed and spent smartly cation services from preschool to secondary education, and across regions and schools, using data and evidence beyond to university and other tertiary education, need to be of how processes are being followed and the impact of aligned and consistent. interventions to guide improvements. By 2018, almost 40 percent of our operations were through results-based 2 We work to ensure progressive universal access to financing schemes. quality education. Realizing true universal access requires equality of opportunity. We must meet the educational 5 We use metrics to guide improvements. Metrics needs of children and young adults in fragile or conflict- are critical to identifying regions and schools that are affected areas, those in marginalized and rural communities, achieving results, recognizing good practices, and learning girls and women, displaced populations, students with what works. We invest in developing global public goods disabilities, and other vulnerable groups. such as SABER and EdStats and work with countries on their data systems. G 3 Our approach is inclusive and focused. We under- ARN I N N G LE stand the needs of governments and work with them to LIFELO n f the ature o at an g in g s th ensure that education works for everyone. The ch ket demand ped a r uip labor m adults be eq a n d n tinue youth ls to co e t oo aining with th hether it’s g cy g—w mera learnin racy and nu her basic lite a cc essing hig life, ing later in ion, or receiv d c at re an WHY WE DO IT edu g , bo trainin employmen th befo t. during Education is a human right and is a powerful driver of SCHOOLS OF THE FUTURE development and one of the strongest instruments for The schools of the future are being built today. These are reducing poverty and improving health, gender equality, where all teachers have the righ schools t competencies and motivation peace, and stability. where technology empowers , teachers, and where all studen learn fundamental skills, soc ts ial-emotional skills, including Education delivers large, consistent returns in terms of income and ability to retain what is learne the d, and digital skills. These sch is the most important factor to ensure equality of opportunities. For are safe and affordable to eve ool s ryone and are places where individuals, it promotes employment, earnings, health, and poverty children and young people lea rn with joy, rigor, and purpos reduction. For societies, it drives long-term economic growth, spurs But it will take a lot of effort e. to make sure these schools rea innovation, strengthens institutions, and fosters social cohesion. everyone, in every village, in ch Indeed, making smart and effective investments in people is critical every city, in every country. for developing the human capital that will end extreme poverty. “Education has the power to transform the lives of individuals and entire societies for a better, more prosperous, and inclusive world.” Jaime Saavedra, Senior Director Education Global Practice, World Bank Group The World Bank is the largest financier of education in the developing world. In 2018, we provided about $4.5 billion to education programs, technical assistance, and other projects designed to improve learning and provide everyone with the opportunity to get the education they need to succeed. Our current portfolio of education projects totals US$ 17 billion, highlighting the importance of education for the achievement of our twin goals, ending extreme poverty and boosting shared prosperity. We work on education programs in more than 80 countries and are committed to helping countries reach Sustainable Development Goal (SDG) 4, which calls for access to quality education and lifelong learning opportunities for all by 2030.  educationgp@worldbank.org  worldbank.org/education  @WBG_Education Human Capital Project #INVESTinPeople October, 2018