The education sector in Ukraine is in the middle of ambitious - and long overdue - reforms that hold great promise to fundamentally transform the sector.
... See More + New laws have been passed for higher education (in 2014), for research and scientific activity (in 2015), and, more recently, the framework law for the education sector, law on education (in 2017). Alongside the budget decentralization reform (2014) these laws represent a major shift towards devolving authority from central to local government and the expansion of decision-making autonomy by local authorities and education service providers (for example, schools and universities). Moreover, as part of these reforms, per student financing for schools was introduced in 2017, with the potential to incentivize local actors to use resources more efficiently. Taken together, these changes represent the most ambitious reform agenda for the education system since the collapse of the Soviet Union. However, the costliest feature of the general secondary education law is a promise to increase the starting salary of teachers to four times the minimum living wage by 2023. If not managed carefully, this increase threatens to put the sector on a fiscally unsustainable path which could undermine the broader reform agenda. This note highlights some areas of the reform agenda where more focus will be needed, and presents some options for how to implement the promised wage increase in a fiscally sustainable manner.
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The education sector in Ukraine is in the middle of ambitious - and long overdue - reforms that hold great promise to fundamentally transform the sector.
... See More + New laws have been passed for higher education (in 2014), for research and scientific activity (in 2015), and, more recently, the framework law for the education sector, law on education (in 2017). Alongside the budget decentralization reform (2014) these laws represent a major shift towards devolving authority from central to local government and the expansion of decision-making autonomy by local authorities and education service providers (for example, schools and universities). Moreover, as part of these reforms, per student financing for schools was introduced in 2017, with the potential to incentivize local actors to use resources more efficiently. Taken together, these changes represent the most ambitious reform agenda for the education system since the collapse of the Soviet Union. However, the costliest feature of the general secondary education law is a promise to increase the starting salary of teachers to four times the minimum living wage by 2023. If not managed carefully, this increase threatens to put the sector on a fiscally unsustainable path which could undermine the broader reform agenda. This note highlights some areas of the reform agenda where more focus will be needed, and presents some options for how to implement the promised wage increase in a fiscally sustainable manner.
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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.
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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.
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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.
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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.
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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.
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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.
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