In Poland, addressing the situation of the remaining poor groups is likely to become much harder over time as their problems are likely to be deeper and their situation more complex.
... Exibir mais + A social inclusion approach that tackles their multiple disadvantages will be needed. This study aims to contribute to Poland's social inclusion debate by providing policy makers and civil society with evidence from the field about (1) what population groups are currently 'socially excluded;' (2) what are the driving factors of their exclusion; and (3) the success and failure of current social inclusion policies and programs. The ultimate goal of this work is to make current social inclusion interventions more effective by learning from what has been tried. The findings are particularly relevant now that a new EU funding cycle has started, with part of the funds earmarked for tackling social inclusion. The study was conducted in three regions: Malopolskie, Podkarpackie, and Mazowieckie (in Radom County only). The first two are among Poland's poorest regions in terms of income poverty. The part of Mazowieckie in which the research was conducted also has a higher than average poverty rate; in addition, the unemployment rate there (31 percent) is much greater than the national average (about 13 percent in 2013). Capitals of the other two regions were excluded from the research.
Exibir menos -
In Poland, addressing the situation of the remaining poor groups is likely to become much harder over time as their problems are likely to be deeper and their situation more complex.
... Exibir mais + A social inclusion approach that tackles their multiple disadvantages will be needed. This study aims to contribute to Poland's social inclusion debate by providing policy makers and civil society with evidence from the field about (1) what population groups are currently 'socially excluded;' (2) what are the driving factors of their exclusion; and (3) the success and failure of current social inclusion policies and programs. The ultimate goal of this work is to make current social inclusion interventions more effective by learning from what has been tried. The findings are particularly relevant now that a new EU funding cycle has started, with part of the funds earmarked for tackling social inclusion. The study was conducted in three regions: Malopolskie, Podkarpackie, and Mazowieckie (in Radom County only). The first two are among Poland's poorest regions in terms of income poverty. The part of Mazowieckie in which the research was conducted also has a higher than average poverty rate; in addition, the unemployment rate there (31 percent) is much greater than the national average (about 13 percent in 2013). Capitals of the other two regions were excluded from the research.
Exibir menos -
Bangladesh is recognized globally for its achievements and potential, despite a number of difficult challenges. Given the sustained economic growth over the last three decades, Bangladesh is identified as one of the next eleven emerging economies in the world.
... Exibir mais + The country is at a crossroads given its educational development and economic growth pattern. This report includes a series of three policy notes on access and equity, education quality, and skills development. They aim to support, over the medium term, a coherent and articulated policy dialogue on education and skills development that will help Bangladesh achieve its target of becoming a middle-income country. The three policy notes, which are a culmination of work over the last 18 months, were guided by two principles: (i) to provide just-in-time analysis and policy directions on topics of greatest interest to policy makers, civil society, think tanks, development partners, and researchers in Bangladesh; and (ii) to undertake this work in a collaborative manner, seeking guidance from a panel of advisors early in the process of preparation of these policy notes.
Exibir menos -
Since the 1970s, public education provision in Oman has flourished. Almost all Omani children of basic education age are now enrolled in schools, along with a high proportion (86 percent) of those of post-basic education age.
... Exibir mais + The Government of Oman has turned its attention to ensuring that the achievements made to date are not only maintained but also further enhanced to achieve a high-quality, efficient and relevant education system. This report is the result of an education sector study undertaken collaboratively by the Government of Oman and the World Bank to analyze the strengths and weaknesses of the system and to provide recommendations to continue to improve education outcomes in Oman. Drawing on evidence and information from a wide variety of sources, this report concentrates on pretertiary education and examines aspects of access to education, quality of learning, teachers and teaching methods, relevance of education to the labor market, and the financing and management of the education system. This report acknowledges the tremendous achievements that Oman has made in education provision to date and the capacity and political will that has facilitated the remarkable accomplishments. The challenge of improving education quality is not insurmountable for Oman, but it will require a shared vision, careful planning, focused use of resources and collaborative work involving all relevant stakeholders.
Exibir menos -
Since the 1970s, public education provision in Oman has flourished. Almost all Omani children of basic education age are now enrolled in schools, along with a high proportion (86 percent) of those of post-basic education age.
... Exibir mais + The Government of Oman has turned its attention to ensuring that the achievements made to date are not only maintained but also further enhanced to achieve a high-quality, efficient and relevant education system. This report is the result of an education sector study undertaken collaboratively by the Government of Oman and the World Bank to analyze the strengths and weaknesses of the system and to provide recommendations to continue to improve education outcomes in Oman. Drawing on evidence and information from a wide variety of sources, this report concentrates on pretertiary education and examines aspects of access to education, quality of learning, teachers and teaching methods, relevance of education to the labor market, and the financing and management of the education system. This report acknowledges the tremendous achievements that Oman has made in education provision to date and the capacity and political will that has facilitated the remarkable accomplishments. The challenge of improving education quality is not insurmountable for Oman, but it will require a shared vision, careful planning, focused use of resources and collaborative work involving all relevant stakeholders.
Exibir menos -
Since the 1970s, public education provision in Oman has flourished. Almost all Omani children of basic education age are now enrolled in schools, along with a high proportion (86 percent) of those of post-basic education age.
... Exibir mais + The Government of Oman has turned its attention to ensuring that the achievements made to date are not only maintained but also further enhanced to achieve a high-quality, efficient and relevant education system. This report is the result of an education sector study undertaken collaboratively by the Government of Oman and the World Bank to analyze the strengths and weaknesses of the system and to provide recommendations to continue to improve education outcomes in Oman. Drawing on evidence and information from a wide variety of sources, this report concentrates on pretertiary education and examines aspects of access to education, quality of learning, teachers and teaching methods, relevance of education to the labor market, and the financing and management of the education system. This report acknowledges the tremendous achievements that Oman has made in education provision to date and the capacity and political will that has facilitated the remarkable accomplishments. The challenge of improving education quality is not insurmountable for Oman, but it will require a shared vision, careful planning, focused use of resources and collaborative work involving all relevant stakeholders.
Exibir menos -
Since the 1970s, public education provision in Oman has flourished. Almost all Omani children of basic education age are now enrolled in schools, along with a high proportion (86 percent) of those of post-basic education age.
... Exibir mais + The Government of Oman has turned its attention to ensuring that the achievements made to date are not only maintained but also further enhanced to achieve a high-quality, efficient and relevant education system. This report is the result of an education sector study undertaken collaboratively by the Government of Oman and the World Bank to analyze the strengths and weaknesses of the system and to provide recommendations to continue to improve education outcomes in Oman. Drawing on evidence and information from a wide variety of sources, this report concentrates on pretertiary education and examines aspects of access to education, quality of learning, teachers and teaching methods, relevance of education to the labor market, and the financing and management of the education system. This report acknowledges the tremendous achievements that Oman has made in education provision to date and the capacity and political will that has facilitated the remarkable accomplishments. The challenge of improving education quality is not insurmountable for Oman, but it will require a shared vision, careful planning, focused use of resources and collaborative work involving all relevant stakeholders.
Exibir menos -
Since joining the Bologna process in 2005, the Armenian government and higher education institutions have made significant progress in reforming the higher education system.
... Exibir mais + Despite reforms, the public perception of higher education governance and management is poor. Reasons for the poor public perception of higher education governance are primarily embedded in system-wide factors. Recent research has identified a governance structure and regulatory framework as key to the development of overall higher education systems. The study finds that underperformance of the higher education system is associated with a legal framework that lacks coherence and the entire system lacks capacity to effectively exercise autonomy and accountability.
Exibir menos -
Since joining the Bologna process in 2005, the Armenian government and higher education institutions have made significant progress in reforming the higher education system.
... Exibir mais + Despite reforms, the public perception of higher education governance and management is poor. Reasons for the poor public perception of higher education governance are primarily embedded in system-wide factors. Recent research has identified a governance structure and regulatory framework as key to the development of overall higher education systems. The study finds that underperformance of the higher education system is associated with a legal framework that lacks coherence and the entire system lacks capacity to effectively exercise autonomy and accountability.
Exibir menos -
This benchmarking exercise provided some important lessons on the tool itself and its capacity to: 1) identify strengths and weaknesses at individual institutions; 2) identify trends at the national level; 3) identify trends and practices by type of institution; and 4) generate interest to initiate reforms at the institutional, national, and regional levels.
... Exibir mais + It is clear from this first round of data collection (and the subsequent increased demand and interest from institutions to participate), that universities are seeking to find meaningful ways to compare themselves with other institutions around the world, but more importantly, that they are genuinely interested in finding ways of improving their performance. Countries in the Middle East and North Africa (MENA) region are going through an important political transformation, and this is likely to impact their economic and social development for the next few years. The January 2011 revolution in Tunisia and Egypt's uprising transformed the political and social environments in both countries. In all MENA countries, recovery will depend on the capacity to develop new markets and to employ fiscal prudence. Universities play a key role in all societies because they are directly involved in generating new knowledge and because they teach and form young people to become leaders, entrepreneurs, scientists, and professionals in all fields of knowledge. In today's world, knowledge generation has replaced capital assets as the key ingredient for economic growth. Universities need to innovate to provide the kind of education that will enable their graduates to be competitive and to contribute to the economic and social growth of their countries.
Exibir menos -
This benchmarking exercise provided some important lessons on the tool itself and its capacity to: 1) identify strengths and weaknesses at individual institutions; 2) identify trends at the national level; 3) identify trends and practices by type of institution; and 4) generate interest to initiate reforms at the institutional, national, and regional levels.
... Exibir mais + It is clear from this first round of data collection (and the subsequent increased demand and interest from institutions to participate), that universities are seeking to find meaningful ways to compare themselves with other institutions around the world, but more importantly, that they are genuinely interested in finding ways of improving their performance. Countries in the Middle East and North Africa (MENA) region are going through an important political transformation, and this is likely to impact their economic and social development for the next few years. The January 2011 revolution in Tunisia and Egypt's uprising transformed the political and social environments in both countries. In all MENA countries, recovery will depend on the capacity to develop new markets and to employ fiscal prudence. Universities play a key role in all societies because they are directly involved in generating new knowledge and because they teach and form young people to become leaders, entrepreneurs, scientists, and professionals in all fields of knowledge. In today's world, knowledge generation has replaced capital assets as the key ingredient for economic growth. Universities need to innovate to provide the kind of education that will enable their graduates to be competitive and to contribute to the economic and social growth of their countries.
Exibir menos -
This publication is the first comprehensive overview of the education sector in Sudan. The challenge that remains is to design policy responses to the issues identified within the forthcoming education sector strategic plan.
... Exibir mais + More important, these policies-already being discussed with the Ministry of General Education (MoGE) must be effectively implemented so that Sudan can make faster progress toward achieving the Education for All (EFA) targets and Millennium Development Goal's (MDGs). It is my hope that this report will serve as the basis for an evidence-based and equity oriented approach to education planning and investment. This approach will have positive repercussions for overall economic growth, poverty alleviation, and human development in 21st-century Sudan. This report was prepared in collaboration with a national team from the MoGE and partners active in the education sector in Sudan. Over a period of 18 months, this collaboration facilitated considerable capacity building in data collection and analysis, as well as regular dissemination of the analysis to a wider audience.
Exibir menos -
Many countries in Africa have placed education at the center of their social and economic development strategies. Although much has been achieved across the region, some challenges remain: millions of children are still not enrolled in primary school; girls, children from poor families, and those from rural areas are at a distinct disadvantage when it comes to schooling; and learning outcomes are weak.
... Exibir mais + In addition, secondary schools are struggling to accommodate children who complete primary school, while institutions providing higher education and technical and vocational education and training often lack labor market relevance, jeopardizing future economic growth. Deeper analytical work to inform education policy is becoming increasingly important. This first Country Status Report (CSR) for The Gambia is part of an ongoing series of country specific reports being prepared by government teams technically supported by the World Bank, United Nations Educational, Scientific and Cultural Organization (UNESCO) and other development partners. These reports aim to help engage a diverse audience and to develop a shared vision for the future of the education sector, in line with the Paris declaration on aid effectiveness. The Gambia report offers not only traditional and basic indicators such as gross enrollment rates, but also analyzes the performance of the education system in terms of access, internal efficiency and learning outcomes; equity; external efficiency and its alignment with labor market needs; resource allocation and utilization; and management. It takes into account revised population data estimates and projections down to the district level that were computed by the CSR joint team and that were recently published by the Gambia bureau of statistics. The report highlights the country's significant recent progress in terms of education, and the challenges that remain. The Gambia is still among the most advanced countries in the region in terms of enrollment and completion indicators at all education levels.
Exibir menos -
The World Bank prepared this report on technical higher education in the province of Buenos Aires (PBA) as part of its on-going dialogue with PBA authorities.
... Exibir mais + The World Bank has a long history of engagement with Argentina in different areas of the education sector and is increasing its relationship with provincial governments. This report contains a synoptic account as well as original analysis and recommendations. It`s aims to provide the government of PBA and other stakeholders with an analytical framework for reforming the Provinces technical tertiary education system in order to improve its quality and relevance. This report has six chapters. This first chapter serves as an introduction; chapter two focuses on technical tertiary education in the international context; chapter three provides contextual background for the province of buenos aires; chapter four explores Technical Tertiary Education (TTE) in PBA in-depth, summarizing its financing mechanisms and legal frame work, and assessing its strengths, weaknesses, reform efforts and degree of efficiency; chapter five analyzes the demand for workers in the provincial economy; and finally chapter six proposes recommendations for the provincial government and other stakeholders for the improvement of the quality and relevance of technical tertiary education.
Exibir menos -
This review provides a discussion of challenges faced by Romania as a results of reforms, policy changes, growth in enrollment, among others, and provides policy options on how to tackle them.
... Exibir mais + The review focuses on the higher education sector as a whole and how it is managed as a system by the Ministry of Education, Research, Youth and Sport (MERYS). The team assessed how the system is structured, led and managed by MERYS and not how each and every university is structured, led and managed internally. Some internal issues that confront higher education institutions were, however, reviewed since they are common to so many institutions that, by reason of commonality, they deserve to be addressed so that the Ministry can develop appropriate responses. The report includes a large number of findings, conclusions and recommendations. Some of the findings and conclusions require no recommendations. They indicate that the review team is happy with what it found in specific areas and they are included in the report since the team was required to cover these areas and since the team wants to give credit where credit is due. There are other findings and conclusions, indicating areas where improvement is necessary and possible and the team is providing recommendations, but on their own, are not likely to bring about major improvement; then, there are findings and conclusions in areas where the team believes that the potential for the greatest impact lies.
Exibir menos -
Revisão do setor de educação 74295 MAY 12, 2011
Naceva,Bojana; Sondergaard,Lars M.; Moarcas,Mariana Doina; Orbach,Eliezer; Kheyfets,Igor; Mihai,KorkaDisclosed
This report follows the first report delivered by the Bank team in October 2010 under the Functional Analysis of the Pre-university education that focused on the capacity within the Ministry and its main agencies at the central level to meet the strategic objectives of the sector.
... Exibir mais + This second report summarizes a review of the delivery of education services at sub-national levels, focusing on the county inspectorate offices, the schools and the county and local authorities. The main chapters include: (i) the objectives of decentralization and the extent of consensus around them, (ii) the roles assigned to the key players at the local level as well as the MERYS in relation to them, (iii) the fiscal arrangements underpinning the decentralized system and (iv) the capacity to decentralize both at the local level and at the Ministry.
Exibir menos -
Revisão do setor de educação 74288 MAR 31, 2011
Moarcas,Mariana Doina; Sondergaard,Lars M.; Orbach,EliezerDisclosed
This report follows the first report delivered by the Bank team in October 2010 under the Functional Analysis of the Pre-university education that focused on the capacity within the Ministry and its main agencies at the central level to meet the strategic objectives of the sector.
... Exibir mais + This second report summarizes a review of the delivery of education services at sub-national levels, focusing on the county inspectorate offices, the schools and the county and local authorities. The main chapters include: (i) the objectives of decentralization and the extent of consensus around them, (ii) the roles assigned to the key players at the local level as well as the MERYS in relation to them, (iii) the fiscal arrangements underpinning the decentralized system and (iv) the capacity to decentralize both at the local level and at the Ministry.
Exibir menos -
Revisão do setor de educação 74288 MAR 31, 2011
Moarcas,Mariana Doina; Sondergaard,Lars M.; Orbach,EliezerDisclosed
The Public Expenditure Tracking Survey (PETS) looked at four components essential to the strengthening and development of the education sector in Afghanistan: 1) the payment of staff salaries; 2) the availability and use of an operations and maintenance (O&M) budget to support administrative teams and schools; 3) the construction of new schools through the Education Quality Improvement Program (EQUIP); and 4) the distribution of textbooks.
... Exibir mais + The overall objective of the PETS is to understand the dynamics of resource flows in the education sector, to articulate a number of recommendations to improve effectiveness of this resource flow and increase the impact of reforms in the education sector in Afghanistan. This first study will focus on key aspects of resource flow: the extent to which public resources reach service-delivery points (schools); the timeliness of that delivery; the type and scale of bottlenecks and anomalies in the system that may result in delay or leakage of inputs to services; the capacity and flexibility available amongst local officials at all levels to address these bottlenecks. The report is organized as follows: section two presents an overview of the financial landscape of education in the country as well as specific profiles of the three provinces and districts where the research was carried out. Section three looks at the issues related to the payment of salaries and wages to teachers. Section four presents the factors that lead to inefficiencies in meeting the O&M needs of schools and provincial offices. Section five presents the state of completion of schools under EQUIPs and analyses the reasons that lead to these in the three provinces. Section six tracks the distribution of textbooks to provinces from the central level to the schools.
Exibir menos -
