WorldCat Identities

World Bank Human Development Network Education Team

Overview
Works: 64 works in 82 publications in 3 languages and 751 library holdings
Genres: Cross-cultural studies 
Roles: Other
Classifications: HG3881.5.W57, 372.210973
Publication Timeline
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Most widely held works about World Bank
 
Most widely held works by World Bank
Trends in private sector development in World Bank education projects by Shobhana Sosale( )

4 editions published in 2000 in English and held by 144 WorldCat member libraries worldwide

The principle underlying trends in Bank education projects is that strengthening the private sector's role in noncompulsory education over time will release public resources for the compulsory (primary) level. The public and private sectors have complementary roles to play
Education and earnings in a transition economy by Peter R Moock( Book )

4 editions published in 1998 in English and held by 110 WorldCat member libraries worldwide

May 1998 One study shows that as Vietnam liberalizes its labor market, private rates of return to primary and higher education are already relatively high-and could be higher yet with greater cost recovery and lower costs (a more efficient system). The transition from a centrally planned to a market economy is likely to have a strong impact on the labor market, on relative earnings, and on returns to education. Major economic reforms in Vietnam since 1986 (the policy known as Doi Moi) have included a number of measures to liberalize the labor market. It is too soon to assess the full impact of these reforms, but Moock, Patrinos, and Venkataraman analyze the returns to education, on the basis of earnings in 1992-93 (collected in the first Vietnam Living Standards Survey). This represents one of the first countrywide analyses of the monetary benefits of schooling in Vietnam at a time when the labor market was in transition. On average, the estimated rates of returns are still relatively low, which is to be expected, since salary reforms were not introduced until 1993. Average private rates of return to primary education (13 percent) and university education (11 percent) are higher than those to secondary and vocational education (only 4 to 5 percent). Returns to higher education are slightly higher for women (12 percent) than for men (10 percent). Evidence from other transition economies suggests that returns are likely to increase as reforms in the labor market take full effect. The results support this hypothesis: Returns for younger Vietnamese workers (14 percent) are considerably higher than for older workers (only 4 percent). Implications for policymaking: * It is important to monitor future earnings and trends in the labor market, as updates of this analysis could provide more robust estimates of the transition's effects on earnings and returns to education. * At a time when the Vietnamese government is reassessing its pricing policy, the fact that private rates of return to higher education are relatively high suggests the potential for greater cost recovery. * Efforts to improve efficiency in secondary and higher education could increase the rate of return by lowering costs. This paper-a joint product of the East Asia and Pacific, Country Department I, Human Resources Operations Division, and Human Development Network, Education Team-is part of a larger effort in the Bank to analyze the economic benefits of schooling in transition economies. The authors may be contacted at [email protected] or [email protected]
Economic analysis of World Bank education projects and project outcomes by Ayesha Vawda( )

4 editions published in 2001 in English and held by 90 WorldCat member libraries worldwide

Outcomes on World Bank education projects are better when the quality of project appraisal is good
Economic analysis of World Bank education projects and project outcomes( )

1 edition published in 2001 in English and held by 54 WorldCat member libraries worldwide

Outcomes on World Bank education projects are better when the quality of project appraisal is good
Investing in early childhood development : review of the World Bank's recent experience by Rebecca K Sayre( Book )

1 edition published in 2015 in English and held by 40 WorldCat member libraries worldwide

This study provides an overview of Bank investments in Early Childhood Development (ECD) from 2000-2013 within the Education, Health, Nutrition and Population, and Social Protection and Labor practices. The study summarizes trends in operational and analytical investments in early childhood, including lending and trust funded operations at the country, regional, and global levels. Findings are presented on the overall level of finance during this thirteen-year period, the number of ECD investments, and regional and sectoral trends. A series of case studies are presented to highlight lessons learned to inform future Bank support to ECD and to promote better planning across sectors and regions. Trends in analytical and advisory activities are also discussed, including economic sector work, technical assistance, partnership activities, impact evaluations, programmatic approaches, and knowledge products. Finally, the study discusses recent new approaches to support ECD within the World Bank and in client countries. The study benefited from support from the Children Investment Fund Foundation
Vouchers for basic education in developing countries : a principal-agent perspective by Ayesha Vawda( Book )

3 editions published in 2003 in English and held by 32 WorldCat member libraries worldwide

Voucher programs consist of three simultaneous reforms: (1) allowing parents to choose schools, (2) creating intense incentives for schools to increase enrollment, and (3) granting schools management autonomy to respond to demand. As a result, voucher advocates and critics tend to talk past each other. A principal-agent framework clarifies the argument for education vouchers. Central findings from the literature, including issues related to variance in the performance measure, risk aversion, the productivity of more effort, multiple tasks, and the value of monitoring are found relevant for an analysis of vouchers. An assessment of findings on voucher programs in industrial countries, as well as a review of voucher or quasi-voucher experiences in Bangladesh, Chile, Colombia, Côte d'Ivoire, and the Czech Republic support the usefulness of the analytic framework. Gauri and Vawda conclude that vouchers for basic education in developing countries can enhance outcomes when they are limited to modest numbers of poor students in urban settings, particularly in conjunction with existing private schools with surplus capacity. The success of more ambitious voucher programs depends on an institutional infrastructure challenging to industrial and developing countries alike. This paper--a joint product of Public Services, Development Research Group, and the Education Team, Human Development Network--is a background paper for the 2004 World Development Report
Strategic approaches to science and technology in development by Michael Crawford( Book )

2 editions published in 2003 in English and held by 32 WorldCat member libraries worldwide

Watson, Crawford, and Farley examine the ways in which science and technology (S & T) support poverty alleviation and economic development and how these themes have been given emphasis or short shrift in various areas of the World Bank's work. Central to their thesis is the now well-established argument that development will increasingly depend on a country's ability to understand, interpret, select, adapt, use, transmit, diffuse, produce, and commercialize scientific and technological knowledge in ways appropriate to its culture, aspirations, and level of development. The authors go beyond this tenet, analyzing the importance of S & T for development within specific sectors. They present policy options for enhancing the effectiveness of S & T systems in developing countries, review previous experience of the World Bank and other donors in supporting S & T, and suggest changes that the World Bank and its partners can adopt to increase the impact of the work currently undertaken in S & T. The authors' main messages are: * S & T has always been important for development, but the unprecedented pace of advancement of scientific knowledge is rapidly creating new opportunities for and threats to development. * Most developing countries are largely unprepared to deal with the changes that S & T advancement will bring. * The World Bank's numerous actions in various domains of S & T could be more effective in producing the needed capacity improvements in client countries. * The World Bank could have a greater impact if it paid increased attention to S & T in education, health, rural development, private sector development, and the environment. The strategy emphasizes four S & T policy areas: education and human resources development, the private sector, the public sector, and information communications technologies. The paper--a joint product of the Education Team, Human Development Network, and the Environmentally and Socially Sustainable Development Vice Presidency--is part of a larger effort in the Bank to engage client countries in an active science and technology dialogue while increasing awareness of the centrality of these issues to the Bank's work
Options for financing lifelong learning by Miguel Palacios( Book )

1 edition published in 2003 in English and held by 24 WorldCat member libraries worldwide

How should lifelong learning be financed? Palacios attempts to answer the question by creating a framework for analyzing different education financing mechanisms in light of particular characteristics of lifelong learning. The framework compares the different financing alternatives on four dimensions: (1) who ultimately pays for the education, (2) who finances its immediate costs, (3) how payments are made, and (4) who collects the payments. The author uses specific characteristics of lifelong learning to determine which among the financing alternatives are most useful. The characteristics are that the individual should decide what and where to study, carry a significant part of the financial burden, and be encouraged to continue learning through all life stages. Palacios analyzes the financing alternatives according to who ultimately pays for the education. Hence, the alternatives are classified either as cost-recovery or cost-subsidization alternatives. Cost-recovery alternatives include traditional loans, a graduate tax, human capital contracts, and income-contingent loans. Subsidization alternatives are those in which the state directly subsidizes institutions or in which the state gives vouchers to students. The author concludes that combining income-contingent loans and human capital contracts with vouchers is the most efficient and equitable method for financing lifelong learning. The author discusses the role of governments and multilateral organizations in improving the financing of lifelong learning. He assesses shifting toward cost-recovery alternatives, focusing on collection of payments, and aiming for the involvement of private capital as key issues that should be addressed to ensure that lifelong learning will be available for all equitably and efficiently. This paper--a product of the Education Team, Human Development Network--is part of a larger effort in the network to support the analytic work in lifelong learning in the global knowledge economy
The living conditions of children by Harry Anthony Patrinos( Book )

1 edition published in 2007 in English and held by 21 WorldCat member libraries worldwide

This paper summarizes the socioeconomic conditions of children around the world. It explores solutions to the main problems, along with a summary of the costs and benefits of some of the solutions. Emphasis is on the results from rigorous studies, impact evaluations, and randomized experiments. Although the cost-evidence literature is scarce, a good case for early interventions and key quality-enhancing education interventions exists
Higher education relevance in the 21st century by Michael Gibbons( Book )

3 editions published in 1998 in English and Spanish and held by 16 WorldCat member libraries worldwide

The model presented in this paper sets forth a view of the relevance of higher education in the 21st century that begins from the changes that are taking place in the production of knowledge. The organization of this model is designed to draw attention to the fact that for the most part universities are organized according to the structures of disciplinary science, and that these structures are being altered by social forces. The major change has been the emergence of a distributed knowledge production system within which knowledge is characterized by new attributes. The main change as far as universities are concerned is that knowledge production and dissemination (research and teaching) are no longer self-contained quasi-monopolistic activities carried out in relative institutional isolation. The real challenge for universities will be the training of knowledge workers. The research practices of universities and those of other knowledge producers are drawing closer. Knowledge is less likely to be produced where it will be needed, and universities must make use of intellectual resources they do not own fully so that they can interact effectively with the distributed knowledge production system. Universities of the 21st century will develop more and different kinds of links with surrounding society. (Contains 1 figure and 13 references.) (Sld)
EdStats( )

in English and held by 11 WorldCat member libraries worldwide

EdStats (Education Statistics) was designed and developed by the World Bank Education Group of the Human Development Network (HDNED) and the Development Economics Data Group (DECDG) drawing on data from the UNESCO Institute for Statistics (UIS), the Organisation for Economic Cooperation and Development (OECD) and other international agencies. Its purpose is to compile education data from a variety of national and international sources in order to provide information on pertinent educational topics
L'enseignement supérieur au XXIe siècle by M Gibbons( Book )

1 edition published in 1998 in French and held by 6 WorldCat member libraries worldwide

The financing and management of higher education : a status report on worldwide reforms by D. Bruce Johnstone( Book )

1 edition published in 1998 in English and held by 5 WorldCat member libraries worldwide

Quality assurance in higher education : recent progress, challenges ahead by Elaine H El-Khawas( Book )

1 edition published in 1998 in English and held by 5 WorldCat member libraries worldwide

This paper addresses some of the challenges to quality assurance faced by higher education as it enters the 21st century and reviews the current status of national policies for quality assurance. Many governments have decided that traditional academic controls are not adequate for today's challenges and that more explicit assurances about quality are needed. Among the key challenges faced by higher education are those raised by electronic learning and by international student mobility. The critical task in facing both of these challenges will be to focus on student learning. Quality assurance agencies will need to clarify their assumptions and to have appropriate reasons for looking to an institution's capacity to offer a good educational program. Developing a system of quality assurance based on learning will be a major task for every country. Such an effort will require collective action by universities and by governmental agencies along with scholars in educational research. It will be necessary to develop greater clarity and consensus on the types of new structures that will be appropriate for assessing learning regardless of setting. (Contains 31 references.) (SLD)
Double-shift secondary schools : possibilities and issues by Toby Linden( Book )

1 edition published in 2001 in English and held by 3 WorldCat member libraries worldwide

The World Bank has been assisting the efforts of developing countries to reform secondary education systems for more than 35 years. During this period, the context and imperatives for education reform have changed considerably due to various factors such as globalization of the world economy and the impact of new technologies. This paper is one of a series, which addresses a wide range of topics within secondary education that reflect current challenges. The paper, a country case study, explores the complexity of secondary education and training systems and the correspondingly difficult choices that governments face in reforming them. Specifically, the paper discusses secondary schools that teach two sets of students in two shifts--an arrangement used where the supply of schools is inadequate to provide single-shift schools for all students. It considers the circumstances in which double-shift schools are used and the issues raised by this type of arrangement. The paper cites Brazil and Malaysia as two countries with significant numbers of students in double-shift secondary schools, with significant numbers of double-shift schools also found in Turkey and Romania. It concludes that double-shift schools appear to offer an adequate education and, therefore, appear to be a viable solution, at least in the short to medium term, for countries seeking to expand their secondary education systems within resource constraints. Contains 13 notes, a table, and 18 references. (BT)
The role of education quality for economic growth by Eric A Hanushek( Book )

1 edition published in 2007 in English and held by 3 WorldCat member libraries worldwide

Abstract: The role of improved schooling, a central part of most development strategies, has become controversial because expansion of school attainment has not guaranteed improved economic conditions. This paper reviews the role of education in promoting economic well-being, focusing on the role of educational quality. It concludes that there is strong evidence that the cognitive skills of the population-rather than mere school attainment-are powerfully related to individual earnings, to the distribution of income, and to economic growth. New empirical results show the importance of both minimal and high-level skills, the complementarity of skills and the quality of economic institutions, and the robustness of the relationship between skills and growth. International comparisons incorporating expanded data on cognitive skills reveal much larger skill deficits in developing countries than generally derived from just school enrollment and attainment. The magnitude of change needed makes it clear that closing the economic gap with industrial countries will require major structural changes in schooling institutions
Early child development : a manual for website users( Book )

1 edition published in 1998 in English and held by 3 WorldCat member libraries worldwide

The benefits of early child development programs : an economic analysis by J. van der Gaag( Book )

in English and held by 3 WorldCat member libraries worldwide

This paper provides a framework for estimating the economic benefits of early child development (ECD) programs and applies the framework to preliminary data from the Bolivian ECD program (known as the PIDI Project). The evaluation quantifies the benefits of increased lifetime productivity as a result of ECD enrollment. The evaluation also takes into account benefits of ECD programs that are not education related, such as direct benefits to the child (e.g., meals provided) and indirect benefits to society (e.g., greater community participation). The Bolivian PIDI program evaluated consists of nonformal home-based day-care centers where children receive nutrition, health, and cognitive development services. Each center serves 15 children, ranging from 6 months to 6 years of age, from impoverished households. Centers are staffed with 1 mother/caretaker assisted by 1 or 2 helpers, depending on the number of children under age 2. Recurrent costs could amount to between $50 million and $100 million annually, nearly a third of the government budget for education. Based on those benefits that are quantifiable, the evaluation of the Bolivian PIDI program indicates that those ECD programs that are well targeted and have a major impact on school enrollment and achievement are excellent economic investments. (HTH)
Mapping Science Education Policy in Developing Countries. Secondary Education Series by Keith Lewin( Book )

1 edition published in 2000 in English and held by 3 WorldCat member libraries worldwide

This paper was originally developed for the workshop, the Secondary Science Education for Development, and examines the factors shaping educational policy in developing nations. Four sections include: (1) a discussion of two different approaches to the formation of science education policy; (2) an elaboration of the dimensions of the policy context for science education in developing countries; (3) the examination of specific issues in depth; and (4) concluding remarks. (Contains 18 references.) (Yds)
Education indicators for East Asia and the Pacific by Clementina Acedo( Book )

1 edition published in 1999 in English and held by 2 WorldCat member libraries worldwide

 
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Investing in early childhood development : review of the World Bank's recent experience
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Investing in early childhood development : review of the World Bank's recent experience
Alternative Names

controlled identityWorld Bank. Human Development Department. Education Group

controlled identityWorld Bank. Human Development Network

Banque mondiale. Human Development Network. Education

Banque mondiale. Human Development Network. Education Group

Banque mondiale. Human Development Network. Education Sector

H.D.N.E.D.

HDNED

World Bank. Human Development Network. Education

World Bank. Human Development Network. Education Group

World Bank. Human Development Network. Education Sector

World Bank. Human Development Network. Education Team

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