Transcript education & poverty reduction strategies

The Global Education Challenge:
A View from the World Bank
Global Seminar Series
18 October 2006
Washington DC
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Overview
 The
Education For All Challenge (EFA)
 The
Education for the Knowledge
Economy Challenge (EKE)
 The
World Bank’s New Education Strategy
(ESSU)
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The Education Challenge
Evidence is overwhelming that education
– particularly for girls– can break the
cycle of poverty, halt the spread of
AIDS, and create more stable and
prosperous nations
 Around the world, over 100 million
children are out of school, of which 58
million girls (primary school fees a barrier in some
89 countries)

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Many countries will not reach UPC by
2015 if past trends continue
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The Global EFA Challenge
Quality –1/3 drop out before last grade,
poorly trained teachers, 800 million
illiterate, TIMSS –most did not reach the
lowest mark in math
 Economic growth undermined by
HIV/AIDs, armed conflict, weak
governance

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The Global EFA Challenge

Resource needs for all countries to reach UPC
(between US$5.6 and 10 billion per year for all
developing countries)

UK has pledged 15 billion $ over next ten years
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The global EKE challenge

education stimulates economic growth
through increased productivity (skilled labor,
technical and managerial innovations)

contributes to poverty reduction and
achievement of the MDGs

increases countries’ capacity to cope with
natural emergencies
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economic development is
increasingly linked to a nation’s ability
to acquire and apply knowledge
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knowledge is a key factor in
explaining the difference between
poverty and wealth
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GDP Thousands of
1985 US dollars
Rep. of Korea
Difference
attributed to
knowledge
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4
2
0
Ghana
1958 1962
1966
1970
1974
1978
1982
1986 1990
Difference due
to physical and
human capital
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To improve competitiveness
and welfare…
:

Strong human capital base (secondary
education, tertiary education, lifelong learning)

National innovation system (training of
graduates and contribution to knowledge
generation, adaptation and dissemination)
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11
evolution of Nokia sales
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knowledge for safety
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changing education
and training needs
 higher
skill levels
 flexibility
 need
to adapt to change
for continuing education
 learning
to learn and unlearn continuously
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changes in job task-skill demands in the USA
(1960 – 1998)
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14
Expert Thinking
12
Percentile Change
10
8
Complex
Communication
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4
2
Routine Manual
0
1969
1974
1979
1984
1989
1994
1998
-2
Routine Cognitive
-4
-6
Non-Routine Manual
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Source: Autor, Levy, and Murnane (2003) “The Skill Content of Recent Technological Change: An Empirical Exploration,” Quarterly Journal of Economics.
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Cumulative % of learners
PISA results for selected
developing countries
100
90
80
70
60
50
40
30
20
10
0
Peru
Indonesia
Brazil
Mexico
Thailand
OECD total
OECD Average
<1
1
2
3
4
5
Pisa Proficiency Levels
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Education Sector
Strategy Update
Broadening our Perspective
Maximizing our Effectiveness

Integrating education into a country-wide
perspective

Applying a sector-wide approach

Becoming more results-oriented
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Integrating Education
into a Country Perspective

Macro-economic dimensions

Linkages with other sectors
(health, water, transport, etc.)

Focus on service delivery
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Progress towards one MDG depends on
progress achieved on others

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Some 200 million school years are lost each year as a result of ill
health
iron-replete children performed 100-400% better on standardized
tests than anemic children
Each year Zambia loses half as many teachers as it trains to
HIV/AIDS
In Morocco, existence of paved road more than doubles girls’
attendance at school
Mothers who have completed primary education are 50% more likely
to immunize their infants
In Africa, access to piped water increased school attendance by 216% by lowering collection time
In South America, bringing water and sanitation coverage to 100%
would decrease under five mortality due to diarrhea by 22%
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Applying a Sector-Wide
Approach

From pre-school to tertiary education

Intra-sectoral dimensions

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Supply and demand factors
Determinants of quality, equity, efficiency
Public-private partnerships
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Korea and Senegal:
balanced expansion of education
attainment?
26%
2000
2000
55%
2%
8%
89%
18%
9%
1980
1980
49%
1%
6%
42%
93%
0.5%
3%
1960
1960
17%
80%
4%
95%
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Education for
Innovation and Competitiveness
To improve growth and welfare:
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Becoming more
Results-Oriented

Establishing key outcomes and indicators

Analyzing what drives outcomes

Carrying out learning assessments

Systematically engaging in impact evaluation

Developing sound education information systems (EMIS)
with attention to data quality

Using results effectively to reform policy and inform
project design
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Education Sector Strategy Update
ONE SIZE DOES NOT FIT ALL
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Education Sector
Strategy Update
THINKING GLOBALLY
ACTING LOCALLY
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“The only person who is educated
is the one who has learned how to learn…and change”
Carl Rogers
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