11

The Global Education Challenge: The Global Education Challenge: A View from the World BankA View from the World Bank

Global Seminar SeriesGlobal Seminar Series18 October 200618 October 2006Washington DCWashington DC

22

OverviewOverview

The Education For All Challenge (EFA)The Education For All Challenge (EFA)

The Education for the Knowledge The Education for the Knowledge

Economy Challenge (EKE)Economy Challenge (EKE)

The World Bank’s New Education Strategy The World Bank’s New Education Strategy

(ESSU)(ESSU)

33

The Education ChallengeThe Education Challenge

Evidence is overwhelming that Evidence is overwhelming that educationeducation – particularly for girls– – particularly for girls– can break the can break the cycle of povertycycle of poverty, halt the spread of , halt the spread of AIDS, and create more stable and AIDS, and create more stable and prosperous nationsprosperous nations

Around the world, over Around the world, over 100 million 100 million children are out of schoolchildren are out of school, of which 58 , of which 58 million girls (million girls (primary school fees a barrier in some primary school fees a barrier in some

89 countries89 countries))

44

Many countries will not reach UPC by Many countries will not reach UPC by 2015 if past trends continue2015 if past trends continue

55

The Global EFA ChallengeThe Global EFA Challenge

Quality Quality ––1/3 drop out before last grade1/3 drop out before last grade, , poorly trained teachers, 800 million poorly trained teachers, 800 million illiterate, TIMSS –most did not reach the illiterate, TIMSS –most did not reach the lowest mark in mathlowest mark in math

Economic growth undermined by Economic growth undermined by HIV/AIDs, armed conflict, weak HIV/AIDs, armed conflict, weak governancegovernance

66

The Global EFA ChallengeThe Global EFA Challenge

Resource needs for all countries to reach UPC Resource needs for all countries to reach UPC (between US$5.6 and 10 billion per year for all (between US$5.6 and 10 billion per year for all developing countries)developing countries)

UK has pledged 15 billion $ over next ten yearsUK has pledged 15 billion $ over next ten years

77

The global EKE challengeThe global EKE challenge

education stimulates economic growth education stimulates economic growth through increased productivity (skilled labor, through increased productivity (skilled labor, technical and managerial innovations)technical and managerial innovations)

contributes to poverty reduction and contributes to poverty reduction and achievement of the MDGsachievement of the MDGs

increases countries’ capacity to cope with increases countries’ capacity to cope with natural emergenciesnatural emergencies

88

economic development is economic development is increasingly linked to a nation’s ability increasingly linked to a nation’s ability

to acquire and apply knowledgeto acquire and apply knowledge

99

knowledge is a key factor in knowledge is a key factor in explaining the difference between explaining the difference between

poverty and wealthpoverty and wealth

0

2

4

6

8

1958 1962 1966 1970 1974 1978 1982 1986 1990

Rep. of Korea

Ghana

GDP Thousands of1985 US dollars

Differenceattributed toknowledge

Difference dueto physical andhuman capital

1010

To improve competitiveness To improve competitiveness and welfare…and welfare…

::

Strong human capital base (secondary Strong human capital base (secondary education, tertiary education, lifelong learning)education, tertiary education, lifelong learning)

National innovation system (training of National innovation system (training of graduates and contribution to knowledge graduates and contribution to knowledge generation, adaptation and dissemination)generation, adaptation and dissemination)

1111

1212

evolution of Nokia salesevolution of Nokia sales

1313

knowledge for safetyknowledge for safety

1414

changing education changing education and training needsand training needs

higher skill levelshigher skill levels

flexibility to adapt to changeflexibility to adapt to change

need for continuing educationneed for continuing education

learning to learn and unlearn continuouslylearning to learn and unlearn continuously

1515

changes in job task-skill demands in the changes in job task-skill demands in the USA USA

(1960 – 1998)(1960 – 1998)

-10

-8

-6

-4

-2

0

2

4

6

8

10

12

14

16

1969 1974 1979 1984 1989 1994 1998Per

cent

ile C

hang

e

Expert Thinking

ComplexCommunication

Routine Manual

Routine Cognitive

Non-Routine Manual

Source: Autor, Levy, and Murnane (2003) “The Skill Content of Recent Technological Change: An Empirical Exploration,” Quarterly Journal of Economics.

1616

010

20304050

607080

90100

<1 1 2 3 4 5Pisa Proficiency Levels

Cu

mu

lati

ve %

of

learn

ers

Peru

Indonesia

Brazil

Mexico

Thailand

OECD total

OECD Average

PISA results for selected PISA results for selected developing countriesdeveloping countries

1717

Education Sector Education Sector Strategy UpdateStrategy Update

Broadening our PerspectiveBroadening our PerspectiveMaximizing our EffectivenessMaximizing our Effectiveness

Integrating education into a country-wide Integrating education into a country-wide perspectiveperspective

Applying a sector-wide approachApplying a sector-wide approach

Becoming more results-orientedBecoming more results-oriented

1818

Integrating EducationIntegrating Education into a Country Perspective into a Country Perspective

Macro-economic dimensionsMacro-economic dimensions

Linkages with other sectors Linkages with other sectors (health, water, transport, etc.) (health, water, transport, etc.)

Focus on service deliveryFocus on service delivery

1919

Progress Progress towards towards one MDG dependone MDG dependss on on progress progress achieved on achieved on othersothers

Some 200 million school years are lost each year as a result of ill Some 200 million school years are lost each year as a result of ill healthhealth

iron-replete children performed 100-400% better on standardized iron-replete children performed 100-400% better on standardized tests than anemic children tests than anemic children

Each year Zambia loses half as many teachers as it trains to Each year Zambia loses half as many teachers as it trains to HIV/AIDSHIV/AIDS

In Morocco, existence of paved road more than doubles girls’ In Morocco, existence of paved road more than doubles girls’ attendance at school attendance at school

Mothers who have completed primary education are 50% more Mothers who have completed primary education are 50% more likely to immunize their infantslikely to immunize their infants

In Africa, access to piped water increased school attendance by 2-In Africa, access to piped water increased school attendance by 2-16% by lowering collection time16% by lowering collection time

In South America, bringing water and sanitation coverage to 100% In South America, bringing water and sanitation coverage to 100% would decrease under five mortality due to diarrhea by 22%would decrease under five mortality due to diarrhea by 22%

2020

Applying a Sector-Wide Applying a Sector-Wide ApproachApproach

From pre-school to tertiary educationFrom pre-school to tertiary education

Intra-sectoral dimensionsIntra-sectoral dimensions Supply and demand factorsSupply and demand factors Determinants of quality, equity, efficiencyDeterminants of quality, equity, efficiency Public-private partnershipsPublic-private partnerships

2121

19601960

19801980

20002000

80%

3%

17%

49%

42%

9%

18%

55%

26%

Korea and Senegal:Korea and Senegal:balanced expansion of education balanced expansion of education

attainment?attainment?

19601960

20002000

19801980

95%

0.5%

4%

93%

89%

8%

6%

1%

2%

2222

Education for Education for Innovation and CompetitivenessInnovation and Competitiveness

To improve growth and welfare:To improve growth and welfare:

2323

Becoming more Becoming more Results-OrientedResults-Oriented

Establishing key outcomes and indicators Establishing key outcomes and indicators

Analyzing what drives outcomesAnalyzing what drives outcomes

Carrying out learning assessmentsCarrying out learning assessments

Systematically engaging in impact evaluationSystematically engaging in impact evaluation

Developing sound education information systems (EMIS) Developing sound education information systems (EMIS) with attention to data qualitywith attention to data quality

Using results effectively to reform policy and inform Using results effectively to reform policy and inform project design project design

2424

Education Sector Strategy UpdateEducation Sector Strategy Update

ONE SIZE DOES NOT FIT ALL

2525

Education SectorEducation Sector Strategy Update Strategy Update

THINKING GLOBALLY

ACTING LOCALLY

2626

“The only person who is educated

is the one who has learned how to learn…and change”

Carl Rogers