Making Learning for All a reality

So that children and youth can have a lifetime of learning and have healthy, productive and happy lives

Learning for All 2

Learning happens throughout life. Early investments in education are essential, but they must be sustained throughout life. Though basic education enrollment and completion rates have improved dramatically, many children are not learning even the basic skills of reading and math.

1. Invest early 2. Invest smartly 3. Invest for all

Learning happens throughout life

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Challenges for learning throughout life

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Highest returns on investments between ages 0-3 Participating in well-conceived ECD programs raises likelihood of staying in school and being successful

while there—and later in life

Malnutrition, neglect and abuse stunt a child’s

cognitive and non-cognitive development

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Invest early Early investments lay the foundation for lifelong learning

Woman holding infant, Nigeria

Using community participation to reach poorest • Mozambique: “Escolinhas” or ECD centers use trained community volunteers to improve children’s cognitive stimulation - 87% increase in overall cognitive score Supporting a multisectoral approach • Jamaica: Better ECD services through coordinated programs in health, education, and social protection Expanding knowledge about country policies & programs—and evaluating their impact

How we are investing

Preventing malnutrition, abuse, and neglect early in life has positive effects throughout life

Enrollment rates don’t tell the whole story about where the most out-of-school children are

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Cote d'Ivoire 1,383,700

Ethiopia 2,183,872

Pakistan 7,299,797

India 3,852,460

Bangladesh 1,835,269

Source: UNESCO Institute for Statistics in EdStats, July 2011 Notes: Latest figures available, data were not available for 66 of 213 countries. Out-of-school children defined as children of primary school age (7-11) not currently enrolled in a primary school program.

10 Countries with the Lowest Primary Net Enrollment Rates

(2009) 1 Eritrea 35.7

2 Djibouti 44.4

3 Equatorial Guinea 54.1

4 Cote d'Ivoire 57.2

5 Niger 57.4

6 Burkina Faso 63.3

7 Pakistan 66.4

8 Gambia, The 67.2

9 Central African Republic 69.0

10 Yemen, Rep. 72.7 2008-2010 data

clockwise: Disabled student in Slovakia; Students in a health class in Sri Lanka; Primary school girls in Mali; Secondary school students in Turkey. Photos: World Bank

Invest smartly: ensure learning happens Children and youth need access to educational services

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5.000

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2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

IBRD IDA

NEW EDUCATION COMMITMENTS BY IDA AND IBRD (IN $MILLIONS, 2000-2012)

How we are investing

• Expand investments in education, especially basic education, to help achieve the MDGs • Now halfway to 2010 WB pledge to top-up investments

clockwise: Disabled student in Slovakia; Students in a health class in Sri Lanka; Primary school girls in Mali; Secondary school students in Turkey. Photos: World Bank

Invest smartly: ensure learning happens Children and youth need access to educational services

How we are investing

Leveraging the private sector and communities Pakistan’s per-student subsidy to low-cost private schools offer free education and achieve learning goals; school grants in Turkey use local community participation

Understanding obstacles, evaluating solutions. In Malawi, a recent study has shown that cash transfers can dissuade adolescent girls from dropping out early; in Cambodia, scholarships increased girls’ transition probability to secondary school and led to new project

No one size fits all. Fragile & conflict-affected settings need special approaches to service delivery.

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grade 8 students as a % of all 14 year-olds

grade 8 students with some knowledge of whole numbers,

decimals, operations, basic graphs as a % of 14 year-olds

More children go to school but many do not learn even the basic skills of reading and math

Inequality in learning both globally and regionally Combined PISA, TIMSS, SACMEQ, PASEC results

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Distribution of Achievement by World Performance Quintile

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Financing against results performance grants to Lagos secondary schools based on test scores and teacher attendance; per-capita financing formulas in Uzbekistan and Bulgaria to achieve specific results

Invest smartly: ensure learning happens A new generation of investments focused on learning

How we are investing

Measuring learning to sharpen reform focus Early grade reading assessments in Timor-Leste and Papua New Guinea; Brazil, Mexico, Colombia, Peru to mainstream Stallings Classroom observations into teacher inspection systems

Too many children and youth leave school without knowledge or basic skills

Post-secondary training In Punjab, Pakistan, a cluster-based skills development program in selected centers and trades, targeting youth between the ages of 15 and 20 with eight to ten years of education

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• Global Employment Trends 2012: 75 million young people aged 15-24, or 12.7% unemployment rate • Young people 3 times more likely than adults to be unemployed

High youth employment … but employers are not finding workers with the skills they want

Proportion of firms reporting worker skills as an obstacle

Young girl, taken out of child labour in India. Photo: © John Isaac

Invest for all: reduce inequalities

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The poorest children lag most in completed years of schooling and in learning

TIMSS 2007, Grade 8 Mathematics test scores

Young girl, taken out of child labour in India. Photo: © John Isaac

Invest for all: reduce inequalities

How we are investing

Reducing financial burden in higher education Chile’s study to inform tertiary education reform to reduce the financial burden on the poorest students and improve cost-sharing among the higher education institutions, the state and students

Providing targeted support Mexico’s ECD program supports parental education in the hardest-to-reach and poorest communities

Supporting comprehensive programs for universal education India’s Sarva Shiksha Abhiyan (SSA) expands teacher training, remedial education, free textbooks, more activity-based learning to raise girls’ enrollment especially

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From strategy to action to learning results 15

Partnerships for greater aid effectiveness: broaden to private sector & CSOs

Manage the whole results chain: Single interventions not likely to improve learning outcomes.

Keep focus on results: measure, innovate, assess

No one size fits all: Bank’s role differs across countries

What we see & measure

Enrollment, years of schooling Student test scores

Skills & competencies learned

What we don’t see or don’t measure

Policies Institutions

Implementation capacity Values Politics

More than meets the eye: Where reform is needed to improve resource effectiveness

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How the Bank is building knowledge for reform through SABER* (*System Approach for Better Education Results)

SABER is a knowledge platform to help strengthen education systems and deliver better learning results—and to inform the design and implementation of reforms and Bank operations

A comparable, worldwide database on education policies and institutions so that countries can assess and benchmark their systems with respect to key policy areas (e.g., financing, teacher policies, student assessment, governance, workforce development)

Applied to many countries, including developed & developing countries – 119 countries as of April 2012, with 99 having completed data collection. It follows the Bank’s open-data policy

Partnering with aid agencies and global experts on development and application

Quality of policies & institutions

Education Inputs

Quality of policy implementation

Learning for all

Current focus of SABER

Future addition under SABER - UF

Quality and quantity of education delivered

Focus of data collection

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Armenia Bangladesh Ethiopia Kyrgyz Republic Mozambique Nepal Serbia Sri Lanka Vietnam Zambia

Angola Kuwait Tajikistan

LATENT No NLSA in place.

EMERGING Unstable NLSA in place; assessment quality and impact weak

ESTABLISHED Stable NLSA of moderate quality in place; information disseminated, but not used effectively

MATURE Stable NLSA of high quality in place; information effectively used.

Jordan Korea

Finland USA

Are student assessments in place: A national large-scale assessment is one type of student learning assessment

SABER: Collecting and using technical knowledge and open data to inform education investments & reform

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Eight teacher goals

SABER: Collecting and using technical knowledge and open data to inform education investments & reform

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LATENT Not required or <3 months

EMERGING Required >3 months but <1 year

ESTABLISHED Required 1-2 years

MATURE Required >2 years

Are there minimum standards for pre-service teacher education programs? To what extent are new teachers required to be familiar

with classroom practice prior to teaching during initial training?

SABER: Collecting and using technical knowledge and open data to inform education investments & reform

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SABER-Teachers: 73 education systems in 50 countries

SABER: Collecting and using technical knowledge and open data to inform education investments & reform

From strategy to action and learning results

We are investing to help improve education systems

in our partner countries

and through new knowledge & data and through partnerships,

we are helping to make those investments count

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Thank you!

Elizabeth M. King Director, Education The World Bank

Visit Invest Early. Invest Smartly. Invest For All www.worldbank.org/educationstrategy2020

in Africa, the poorest have much lower primary lower completion rates

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Source: Filmer, Deon. 2010. “Education Attainment and Enrollment around the World: An International Database.” http://econ.worldbank.org/projects/edattain.

Grade 6 completion of 15-19 year olds in the richest and poorest quintiles.