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Education sector policy (English)

This paper takes a look at the problem of education, and shows that the educational systems in developing countries are all too often ill-conceived and are not adapted to their developmental needs. Among the questions this paper raises, and attempts to answer, are: How can educational systems be reshaped to help the poorest segments of society? How can education contribute to rural development, and thus respond to the needs and aspirations of the vast majority of the poor living in the villages? How can educational opportunities be made more equal in order to promote social mobility in countries where educational systems have hitherto favored the urban dwellers and the relatively rich? The paper consists of three parts. The first part describes worldwide trends in educational development during the period from 1950 to 1970. The second part summarizes the state of education throughout the world at the beginning of the 1970s and sets forth issues and problems which confront developing countries, together with different policies which might enter into their development strategies. The third part deals with the education lending policies and programs of the World Bank and International Development Association (IDA).


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    Pre-2003 Economic or Sector Report

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    The World Region,

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    Education sector policy

  • Keywords

    higher level of education;implementation of education policy;vocational education and training;performance of education system;Vocational and Technical Education;efficient use of resource;Technical and Vocational Education;types of education;educational opportunity;management of education;Access to Education;teacher training institution;general secondary education;Demand For Education;Efficiency in Education;basic education program;rural training center;flow of resource;effects of education;high primary enrollment;formal primary system;total wage bill;agricultural training institution;life long education;radio and television;Science and Technology;vocational school graduate;adult literacy program;student loan scheme;Equity in Education;cost of education;primary enrollment ratio;education delivery system;per capita gnp;teacher training college;quality of education;education policy making;primary school enrollment;adult training program;system of subsidy;provision of good;quality of teacher;equality of opportunity;impact of education;education policy maker;measuring student achievement;cost of equipment;cost equipment;cost of radio;ministries of education;Education and Development;political decision maker;primary teacher training;local economic activity;remuneration teacher;per capita income;improving student achievement;mother and child;school feeding program;contribution of education;upper income group;education of youth;upper secondary level;approach to education;mass communication media;choice of institution;education systems;learning material;Labor Market;modern sector;educational planning;educational finance;Vocational Training;class size;Social Mobility;learning need;increase productivity;bank education;education lending;cohort analysis;local condition;trained manpower;skill category;mass media;tracer study;learning system;Bank Policies;boarding accommodation;local management;educational technology;income category;education expenditure;urban poor;policy tool;education budget;project lending;mother language;mass education;public subsidy;formal system;financial constraint;primary cycle;education structure;Higher Education;educational development;local research;ethnic origin;age cohort;language planning;state policy;parent education;vocational study;education finance;employment problems;policy statement;project costing;personnel training;educational television;regressive impact;institutional model;teacher cost;manpower need;information basis;capital requirement;sector analysis;underprivileged area;absorptive capacity;opec country;educated manpower;richer countries;family characteristic;educational strategy;world economy;educational program;agricultural education;satellite school;nutrition education;inadequate curriculum;geographic area;Rural Poor;regular curriculum;population group;educational background;quota system;local leadership;survey results;parental attitude;education strategy;census data;comprehensive school;skill development;home environment;finance education;reading comprehension;Rural Sector;numeracy skill;public revenue;high dropout;bank assistance;learning method;financial implication;short period;local production;repetition rate;Education Quality;school day;food program;household economy;food handling;multigrade teaching;teaching resource;nutritional deficiency;basic textbook;adequate nutrition;repeater rate;school equipment;effective learning;learning aid;annual production;informal education;external efficiency;school-age child;formative evaluation;education authority;effective education;research strategy;development of capacity;dropout rate;effective participation;learning process;income family;Traditional Education;productive use;fiscal policy;Fiscal policies;unsound practice;hierarchical structure;Performance Standards;education department;projects staff;minimum level;urban location;administrative structure;political context;political pressure;social demand;political tension;Education Development



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Education sector policy (English). Washington, D.C. : World Bank Group.