The development objective of the Second Phase of Reaching All Children with Education Support Project for Lebanon aims to contribute to minimize the short and medium-term costs of displacement for refugee families, while strengthening the long-term capacity of the Lebanese education system to prepare children for life and work once regional stability returns.
... See More + Some of the negative impacts and mitigation measures include: (i) promote environmental and social sustainability in the Program design - avoid, minimize, or mitigate adverse impacts, and promote informed decision making relating to the program’s environmental and social impacts; (ii) avoid, minimize, or mitigate adverse impacts on natural habitats and physical cultural resources resulting from the program; (iii) protect public and worker safety against the potential risks associated with: (a) construction and or operations of facilities or other operational practices under the program; (b) exposure to toxic chemicals, hazardous wastes, and other dangerous materials under the program; and (c) reconstruction or rehabilitation of infrastructure located in areas prone to natural hazards; (iv) manage land acquisition and loss of access to natural resources in a way that avoids or minimizes displacement, and assists the affected people in improving, or at the minimum restoring, their livelihoods and living standards; (v) give due consideration to the cultural appropriateness of, and equitable access to, program benefits, giving special attention to the rights and interests of the Indigenous Peoples and to the needs or concerns of vulnerable groups; and (vi) avoid exacerbating social conflict, especially in fragile states, post-conflict areas, or areas subject to territorial disputes.
See Less -
This document, the Charter of the Partnership for skills in Applied Sciences, Engineering andTechnology (PASET), sets out the goals, principles, norms and governing structure of thepartnership.
... See More + It is intended to promote transparency, accountability, and effective guidance forPASET’s leadership and members. PASET is envisaged as a partnership of keystakeholders, including SSA governments, African and other private sector companies operating in Africa,education and training institutions, and new and traditional development partners. It focuses on buildinga continuum of ASET skills from the technical-vocational level to the postgraduate/ research level, forsectors that have potential for growth and employment generation, and for the structural transformationof SSA countries. PASET also focuses on building relationships with countries from Asia and Latin Americathat have successfully built their technical-scientific capacity to support their socio-economic development, through knowledge-sharing, technical assistance and financial support. PASET’s key regional initiatives include the Regional Scholarship and Innovation Fund (RSIF);Regional Benchmarking Initiative for universities; and Regional Technical-Vocational Education and Training (TVET) Centers of Excellence. In addition to its regional initiatives, PASET also supports SSAcountries to develop results-oriented, operational Country ASET Action Plans (CAAPs) to increase thenumber and quality of technical-scientific graduates, help prioritize their interventions and mobilize and align funding from domestic sources, private sector and new as well as traditional Partners.
See Less -
The development objective of Higher Education Research for Innovation and Competitiveness Project for Montenegro is to strengthen the quality and relevance of higher education and research in Montenegro throughreforming the higher education finance and quality assurance systems and by strengthening research and development capabilities.
... See More + This restructuring has requested a twenty one month extension to the closing date of the project with two main objectives: (i) to support the full realization of ongoing activities, in particular the research and scholarship initiatives that are inherently linked to the academic year cycle, and to allow for thorough measurement of results by the revised closing date; and (ii) to include an additional activity that will complement but not expand the scope of the project, to further examine potential mechanisms related to innovation and education for economic competitiveness. This is the first project extension and the revised closing date is December 31, 2018.
See Less -
Promoting relevant technical and life skills is one option to empower adolescent girls by increasing their capacity to generate income and therefore by enhancing their bargaining power within the household.
... See More + This Note presents a situation analysis of the current skills set and employment outcomes of adolescents (aged 15-19 years) in Malawi, with a focus on adolescent girls. The Note draws on several sources of data, including the Malawi Labor Force Survey 2013. The data reveal that female adolescents are as active in the labor market as their male counterparts, but are more likely to be unemployed and earn less. Furthermore, girls report marriage, pregnancy, or family responsibilities as constraints when making decisions about investments in education and training, or seeking work. However, further analysis is necessary to understand how these trends affect choices made by adolescent girls and their households.
See Less -
International evidence indicates that keeping girls in school positively impacts their life trajectory and benefits the well-being of the next generation.
... See More + Malawi has made progress in increasing overall enrollment rates, but additional effort is still needed to ensure that adolescent girls stay in school and complete a quality education. Starting in the upper grades of primary school, adolescent girls are more likely to drop out of school than their male counterparts with pregnancy, early marriage, and school fees frequently cited as the main reasons. One of the key challenges in Malawi will be to both focus on girls before they reach puberty and ensure that they get the support they need to complete primary school and successfully transition to secondary school. Meanwhile, adolescent boys will also need support and guidance to invest in their own education and to value the education of their female peers as a way to build stronger families and communities and break the inter-generational cycle of poverty. The Government of Malawi will need to assess the effectiveness and sustainability of its policy and programs, including those by partners, to scale and consolidate accordingly in order to avoid a scattered approach.
See Less -
The World Bank Education team for Sub-Saharan Africa (SSA), under the Partnership for Skills in Applied Sciences, Engineering and Technology (PASET), in collaboration with the Association of African Universities (AAU) and Nigeria’s National Universities Commission (NUC), hosted the first regional benchmarking capacity building workshop in Abuja, Nigeria, from June 14 to 16, 2016.
... See More + This Workshop was organised to analyse, discuss and disseminate the results of the pilot benchmarking exercise that kicked off in February, 2016, and to also encourage the participation of industry and partner countries that are not yet involved. This Benchmarking Initiative is one of several initiatives under PASET, in line with PASET’s objective of investing in the creation of a skilled workforce in SSA to maximise returns on domestic and foreign investment in key economic sectors; and to increase the capacity of universities and research centres to generate knowledge relevant to Africa’s development challenges. PASET is tapping the experiences of fastgrowing economies such as Korea, China and India to learn how to build Africa’s capability in applied sciences, engineering and technology.
See Less -
Ratings for the Education for All Fast-Track Initiative Catalytic Fund Project for Haiti were as follows: outcomes were moderately satisfactory, risk to global environment outcome was substantial, Bank performance was moderately unsatisfactory, and Grantee performance was moderately satisfactory.
... See More + Some of the lessons learned included: (i) projects sometimes need to be substantially redesigned to respond to sudden disasters, but it is still feasible and necessary to adhere to Bank procedures for Bank-administered trust funds; (ii) once emergencies subside, formal restructuring may be needed to establish or improve the Project’s Results Framework; (iii) projects that implement school grant (teacher compensation) or similar programs may need to screen out bogus applications from nonexistent schools; (iv) setting the level of tuition waiver amounts should also try to balance schools’ needs for resources on one hand, while not encouraging better-off schools to participate on the other (that is, a built-in self-targeting mechanism); (v) projects funded through an Multi-Donor Trust Fund (MDTF) requiring consultation, while often beneficial to overall donor coordination, may also lead to delayed delivery of assistance; (vi) projects that intend to fund essentially the same activities as other ongoing projects should consider being implemented as additional financing rather than as standalone projects; and (vii) to ensure good governance of tuition subsidy programs, it is important to provide information publicly as to which schools are benefiting.
See Less -
Implementation Completion and Results Report ICR3649 MAY 31, 2016
This study aims to provide policy makers in the region with analysis of the nini issue and options for addressing it in their countries. To do so, the study undertakes a comprehensive diagnosis quantifying the problem, develops a conceptual framework identifying the determinants of youths’ choices, uses all the available data to test the theoretical implications, and reviews the evidence regarding interventions that have proven effective in keeping youth in school and helping them become employed.
... See More + This document summarizes the findings of six background papers written for the study, woven into an overall narrative on ninis. The quantitative analyses are complemented by in-depth interviews of ninis in Mexico and Honduras. The authors review programs that can prevent youth from becoming ninis, documenting their impacts and the causal mechanisms for those impacts. Combining the theoretical framework, our own empirical findings, the qualitative exercise, and an assessment of the effectiveness of existing programs, the study is well positioned to recommend policy options that can be tailored to specific countries and contexts.
See Less -
Publication 99447 JAN 15, 2016
De Hoyos Navarro,Rafael E.; Rogers,F. Halsey; Székely, MiguelEnglishDisclosed
Africa is home to 13.4 percent of the world’s population, but contributes barely 1.1 percent of scientific researchers in the world, with just about one scientist or engineer per 10,000 inhabitants.
... See More + The resulting shortage of qualified faculty in African universities, especially in the scientific and technical fields, affects the quality of graduates entering the industry workforce. With 11 million new graduates entering the African job market annually, this generation of talented youth must be equipped with the skills to develop African solutions for African challenges. To address this huge gap and improve the quality of graduates entering the scientific and technical workforce, the Partnership for Skills in Applied Sciences, Engineering and Technology (PASET) was launched in 2013 by African governments and institutions. PASET promotes strategic partnerships between governments, private sector and partner countries from other regions to invest in skills in ASET fields in Africa. It is governed by African education ministers, business leaders, scientists, development experts and African academics, and facilitated by the World Bank. In 2015, PASET introduced the Regional Scholarship and Innovation Fund (RSIF), with initial commitments from Senegal, Ethiopia, Rwanda, and the private sector.
See Less -
The development objective of the Fourth Global Partnership for Education (GPE) Project for Tajikistan is to contribute to improving the learning conditions and quality in pre-school and general education.
... See More + Some of the negative impacts and mitigation measures include: as compensation, Vaysidin allocated land plot with area 1.5 hectares from arable land of reserve fund of Rudaki district on the territory of the same Sarikishti Jamoat and on its characteristics identical to the previous property. Crop losses will not be because provided all rights and conditions without losses to harvest grain.
See Less -
This second volume of the National Assessment of Educational Achievement series describes addresses the design of two types of data collection instruments: student achievement tests and background questionnaires.
... See More + Part one covers the development of an assessment framework and a test blueprint, item writing, pre testing, and final test layout. Part two delineates comparable stages and activities in the construction of background questionnaires, which are used to gather information from students, teachers, head teachers, or parents on variables that might help explain differences in student performance on the achievement test. Part three describes how to design a manual for test administration to help ensure that all students take the test under standardized conditions. The compact disc (CD) that accompanies this book offered examples of well-designed test items, questionnaire items, and administration manuals drawn from national and international assessments and is meant to showcase the variety of ways in which assessment teams have approached the design of these instruments.
See Less -
Publication 45411 JUL 15, 2015
Anderson, Prue; Greaney, Vincent [editor]; Kellaghan, Thomas [editor]; Morgan, GeorgeDisclosed
The primary and secondary education system in Kazakhstan has accomplished significant achievements. Kazakhstan has embarked on profound reforms to improve the quality of the education system and is increasingly looking to international standards and best practices.
... See More + Reform initiatives include the expansion of the pre-primary education network, the development of new mechanisms of school financing (including a new per capita funding scheme), the creation of resource centers to support small-class schools, further investment in school infrastructure, and a wider use of information technologies in schools. In this context of reforms, while there is an apparent desire to increase resources devoted to education and awareness that spending per student remains markedly lower than the Organization for Economic Co-operation and Development (OECD) average and that of other neighboring countries, there remains an official reluctance to expand public expenditure on education. This report analyses the effectiveness of the Kazakh school system and identifies policy areas with potential efficiency gains or requiring further public investment. The following policy priorities were identified to improve the effectiveness of resource use in the Kazakh school system: increase overall public spending on education as the sector gains absorptive capacity, while addressing key inefficiencies; review the organization of the school network and lengthen the school day; support disadvantaged students and schools; improve teacher quality and school leadership; and use evaluation and information systems to foster improvement and accountability.
See Less -
Rates of return to investments in schooling have been estimated since the late 1950s. In the 60-plus year history of such estimates, there have been several attempts to synthesize the empirical results to ascertain patterns.
... See More + This paper presents comparable estimates, as well as a database, that use the same specification, estimation procedure, and similar data for 139 economies and 819 harmonized household surveys. This effort to compile comparable estimates holds constant the definition of the dependent variable, the set of control variables, the sample definition, and the estimation method for all surveys in the sample. The results of this study show that (1) the returns to schooling are more concentrated around their respective means than previously thought; (2) the basic Mincerian model used is more stable than may have been expected; (3) the returns to schooling are higher for women than for men; (4) returns to schooling and labor market experience are strongly and positively associated; (5) there is a decreasing pattern over time; and (6) the returns to tertiary education are highest.
See Less -
Policy Research Working Paper WPS7020 SEP 01, 2014
Montenegro, Claudio E.; Patrinos, Harry AnthonyDisclosed