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Overview skills, not just diplomas : managing education for results in Eastern Europe and Central Asia (Armenian)

The countries of Europe and Central Asia (ECA) are currently emerging from the deepest recession suffered by any developing region. Post-crisis conditions are very different from those of preceding years. Financial resources are more limited and more expensive, and export growth is restrained by potentially slower growth in destination countries. Restoring and sustaining growth in this context require reforms that boost competitiveness and increase labor productivity. Such reforms are all the more important given the shrinking of the working-age population in many countries of the region. Lack of data on student learning and employment outcomes makes it difficult for education ministries to address the legacy of central planning, which emphasizes centralized management based on inputs. Ministries of education in the region continue to micromanage the sector using detailed norms and regulations. This input-oriented style of management leads to the inefficient use of resources and results in a rigid education sector, not the type of flexible sector needed by ECA to create modern, skilled workforces. This book highlights how these constraints manifest themselves and then presents ways of overcoming them, relying on the experience of ECA countries that have successfully addressed them, together with international experience. Recommendations are presented in separate chapters for pre-university, tertiary, and adult education.


  • Author

    Abu-Ghaida,Dina N., Bodewig,Christian, Murthi,Mamta, Rutkowski,Jan Jerzy, Sondergaard,Lars M.

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  • Document Type

    Other Education Study

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  • Country

    Europe and Central Asia,

  • Region

    Europe and Central Asia,

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  • Doc Name

    Overview skills, not just diplomas : managing education for results in Eastern Europe and Central Asia

  • Keywords

    education need;Vocational and Technical Education;early years of school;early stage of development;international organization for standardization;vocational education and training;quality and relevance;education systems;student learn outcome;ministries of education;quality of education;quality assurance mechanism;types of student;literacy and numeracy;purchasing power parity;gross domestic product;responsive education system;management of school;Governance and Accountability;accountability for outcomes;labor force participation;local education authority;number of classrooms;contribution of education;general secondary education;fields of study;national assessment system;demand for skill;supply of skill;internationally comparable data;high quality teacher;approach to education;accountability for results;accountability of education;conditions of teacher;tertiary education system;quality assurance agency;school development plan;higher education institution;international policy instruments;high quality education;per capita income;data on student;upper secondary level;central planning;employment outcome;student learning;international assessment;adult learning;accountability mechanism;tertiary level;vocational school;job market;financial resource;early grade;advanced economy;demographic decline;university sector;student-teacher ratio;tracer study;class size;private resources;education process;global economy;central policy;labor productivity;employer demand;public provider;skill gap;private provider;educational quality;learning assessment;reading score;skilled labor;professional development;primary level;financial efficiency;basic skill;creating incentives;problem-solving skill;university education;educational outcome;work force;market entrant;certification mechanism;tertiary sector;student finance;work ethic;university autonomy;participation rate;high enrollment;skill shortage;political consensus;average enrollment;system quality;economic crisis;assessing student;learning result;education outcome;labor demand;teaching profession;examination system;basic school;labor shortage;need for service;unemployed adult;train service;line-item budget;market failure;block grant;private funding;cognitive skill;life-long learning;anecdotal evidence;test result;tertiary institution;working-age population;destination country;tax rate;regression line;sole responsibility;subsidiary right;applicable law;market needs;vocational content;student cost;scarce resource;learning environment;international education;operational detail;local actors;lag effect;adult training;individual productivity;education funding;secondary graduate;informed choice;performance contract;performance issues;informational gap;teaching force;effective policies;Labor Market;university ranking;minority household;flexible financing;traditional university;government financing;monitoring data;complementary tools;performance data;academic performance;research assistance;regional research;implicit assumption;skilled workforce;fundamental changes;present way;Learning and Innovation Credit;export growth;secondary enrollment;enrollment rate;fundamental problem;education challenge;course offering;institutional autonomy;random sampling;student choice;school council;coherent strategy;school operation;expenditure efficiency;teaching method;school network;



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Abu-Ghaida,Dina N. Bodewig,Christian Murthi,Mamta Rutkowski,Jan Jerzy Sondergaard,Lars M.

Overview skills, not just diplomas : managing education for results in Eastern Europe and Central Asia (Armenian). Directions in development,human development Washington, D.C. : World Bank Group.