The Training Assessment Project (TAP) was developed under the Systems Approach for Better Education Results (SABER) Initiative. In 2011, this initiative introduced the SABER-Workforce Development (WfD) assessment, which focuses on the policy intent of national systems for workforce development, in other words, their policies, laws, regulations, and the practices of ministries and relevant government agencies when implementing and enforcing those.
... See More + Applied in 35 countries, the SABER-WfD (Policy Intent) assessment is based on an analytical framework that identifies the policy areas in which the government can steer workforce development policies and institutions towards achieving their central aim: to bring skills supply into a dynamic alignment with skills demand. The analytical framework allows for the benchmarking of workforce development based on the existing literature and experiences of nations with successful workforce development systems. The benchmark system, which situates policies and institutional practices into four different levels of development (latent, emerging, established, and advanced), has not been used as a ranking system, but rather as a common frame to reference for policy discussion regarding current and desired policies.
See Less -
The development objective of the General Education Modernization Project for Sri Lanka is to enhance quality and strengthen stewardship of the general education system.
... See More + Some of the negative impacts and mitigation measures include: (i) proper disposal of waste from construction and labour camps, management of traffic during school hours, ensure safety and risk plans are in place, and minimize noise and dust generation during school hours; (ii) schools that require science laboratories will need to follow guidelines in design to ensure that all safety precautions are taken to provide secure storage for hazardous chemicals and develop a safety and procedure manual; (iv) construction/renovations should not be located within conservation areas, protected areas, sanctuary and forest areas as designated by the Forest and Wildlife Conservation Departments; (v) ensure that constructions/renovations/expansions are not located on steep slopes, landslide or flood prone areas. If projects are located in areas prone to these risks, then proper retaining walls and strengthening of slopes should be done to minimize risks; (vi) water supply projects should not create conflicts between water users and unacceptable lowering of water table due to ground water withdrawal; (vii) waste generated during site clearance should be disposed of in areas approved by the local authorities; (viii) noise shall be kept to minimum required standards during school hours in order to prevent any inconvenience; (ix) all structures should be removed, and debris recycled or disposed of in sites authorized by the appropriate local authority; (x) vehicle drivers shall maintain appropriate speeds in order to avoid accidents, especially when driving in school premises.
See Less -
This report is part of the World Bank’s Malaysia development experience series that strives to document the country’s approach to improving public sector performance.
... See More + The report builds on the previous installment in the same series that focused on Malaysia’s experience with driving performance from the center of government through the Prime Minister’s Management Delivery Unit (PEMANDU). The more drastic overhaul of the sector was envisioned to come from the application of the DU approach to transforming sector performance. This report describes how the DU method worked in both the design and implementation stages of literacy and numeracy screening (LINUS). This includes the interface between Ministry of Education (MOE) and PEMANDU, as well as PEMANDU and Education Performance and Delivery Unit (PADU). The core of the document focuses on implementation details: the institutions, leadership, and incentives that contributed to the program’s success. It also describes how the implementation agencies worked together to implement LINUS.
See Less -
There is widespread agreement that education delivers skills that underpin students' future learning and lead to greater social and financial mobility, increasing one's income, and ultimately affecting a country's economic growth and development.
... See More + But there is far less agreement on the education policies and programs most likely to create quality learning environments and improve student performance, especially among the disadvantaged. The systems approach for better education results (SABER) begins to fill this gap. It allows countries to conduct a thorough inventory of education policies and institutions based on global best practices. It produces data on these policies and institutions, analyzes and evaluates their quality, and provides decision makers and stakeholders at all levels with a tool for structured and effective policy dialogue.
See Less -
The development objective of the Higher Education Improvement Project for Cambodia are to improve the quality, relevance and equity of education and research at targeted higher education institutions, improve governance in the sector, and to provide immediate and effective response in case of an eligible crisis or emergency.
... See More + Some of the negative impacts and mitigation measures are includes : (i) environment concerns can stem initially from poor building design and planning, delayed of construction works, lack of construction camp maintenance, storage and handling of construction wastes and hazardous materials, and drainage and sewerage system; (ii) The lack of clear practical plans for environmental management will create opportunities for inappropriate disposal of solid waste and could lead to lack control of noise, vibrations and dust which can create a nuisance for individual/ teachers/students and communities; (iii) construction waste often left over at construction site after completion of the civil works; (iv) dust is the temporary disturbance during construction/rehabilitation period; (v) possible discharge of wastewater from HEI education facilities including laboratory and research center of the visited four HEIs to the existing drainage/sewerage system; (vi) ethnic minority students are afforded meaningful opportunities to participate in planning that affects them; (vii) ensure that the series of trainings under this sub-component will support active MoEYS staff who are on the payroll.
See Less -
The development objective of Education Reform Support Program‐for‐Results is to expand access to early childhood education, and to improve student assessment and teaching and learning conditions for Jordanian children and Syrian refugee children.
... See More + Despite strong economic and social progress in previous decades, Jordan continues to face challenges that have been amplified by the Syrian refugee crisis. The PforR Program supports a sub‐portion of the government program (NESP) across four key Result Areas. These Result Areas fall under the access and quality themes for ECE, basic, and secondary education. The strategic objectives of the government program encompass access, quality, accountability, and innovation in ECE, basic, and secondary education. The PforR Result Areas have been selected to leverage key MOE interventions that will be critical on achieving the goals of the NHRDS. The first Result Area is expanded access and improved quality of early childhood education. The second Result Area aims to achieve improved teaching and learning conditions. The third Result Area is a reformed student assessment and certification system that will focus on strengthening the MOE’s ability to measure and monitor student learning at all grade levels and to bridge the gap between learning and certification. The fourth Result Area is strengthened education system management by focusing on supporting MOE and strengthening its capacity to manage an increasing number of schools and students, notably due to the expansion of early childhood education and to the enrollment of a large number of refugee children in Jordanian schools.
See Less -
The development objective of the Higher Education Improvement Project for Cambodia are to improve the quality, relevance and equity of education and research at targeted higher education institutions, improve governance in the sector, and to provide immediate and effective response in case of an eligible crisis or emergency.
... See More + Some of the negative impacts and mitigation measures are includes : (i) all students raised difficulty in finding place for living when they first come to Phnom Penh for their higher education; (ii) encourage private sector to invest in affordable housing around the university zone; (iii) difficult to adapt to the busy traffic, that they are not familiar with locations and road directions, that they were scared travelling along the congested roads, and did not like living in a congested and noisy living environment; (iv) lack of financial support is very critical as all students are from families that are poor or just above the poverty line; (v) all participated students said they have no or little English comprehension; (vi) the universities shall offer computer and IT training class providing basic knowledge of the use of computer and IT related knowledge for daily research work; (vii) there are complaints that the universities have insufficient facilities to support disabled students i.e. lift, ramp or visual equipment during teaching; (viii) provisions of modern and up-to-date laboratory and library with access to high-speed and stable internet will encourage students to spend more time on experiment and research to improve quality of education; and (ix) electricity is cut-off very often causing interruption during teaching and more seriously during the experiment work.
See Less -
The development objective of the Higher Education Improvement Project for Cambodia are to improve the quality, relevance and equity of education and research at targeted higher education institutions, improve governance in the sector, and to provide immediate and effective response in case of an eligible crisis or emergency.
... See More + Some of the negative impacts and mitigation measures are includes : (i) all students raised difficulty in finding place for living when they first come to Phnom Penh for their higher education; (ii) encourage private sector to invest in affordable housing around the university zone; (iii) difficult to adapt to the busy traffic, that they are not familiar with locations and road directions, that they were scared travelling along the congested roads, and did not like living in a congested and noisy living environment; (iv) lack of financial support is very critical as all students are from families that are poor or just above the poverty line; (v) all participated students said they have no or little English comprehension; (vi) the universities shall offer computer and IT training class providing basic knowledge of the use of computer and IT related knowledge for daily research work; (vii) there are complaints that the universities have insufficient facilities to support disabled students i.e. lift, ramp or visual equipment during teaching; (viii) provisions of modern and up-to-date laboratory and library with access to high-speed and stable internet will encourage students to spend more time on experiment and research to improve quality of education; and (ix) electricity is cut-off very often causing interruption during teaching and more seriously during the experiment work.
See Less -
This is a statement H.E. Ulla Tørnæs, Minister of Development Cooperation, at the 96th meeting of the Development Committee held on October 14, 2017.
... See More + She spoke about the need to fully focus the attention and effort to realize the promise of the much more prosperous, equitable, stable and climate safe future, that these landmark agreements hold out. She insisted that we must heed to the clarion call for action to ensure that children develop the human potential to be able to build and thrive in societies that deliver on the 2030 Agenda. She pointed out the need to see the private sector as the Sustainable Development Goals (SDG) partner and who are encouraged by the successes of the World Bank Group in leveraging finance for development through the use of balance sheets to attract private capital and finance. She also spoke about the need for a stronger IBRD and IFC, capable of playing their roles alongside IDA and MIGA as principal partners for the many countries that still need to work their way up the ladder of development, and as a key catalysts of production of global public goods.
See Less -
