Education and Fragility

www.worldbank.org/education/fragility OVERVIEW HIGHLIGHTS What is it and why is it important? Where we work? Key partnerships Issues | Publications | Projects | Links Fragile and Conflict-Affected Countries Event: Improving Teacher Management Systems in Challenging Situations February 2010. The World Bank recognizes that state fragility and conflict pose significant challenge to achieving the Millennium Development Goals. In an effort to address the unique needs of conflict-affected fragile states, the World Bank has formally identified fragile and post-conflict states as one of the institution's six key corporate “strategic themes”. Consequently, the work will focus on identifying and institutionalizing technical approaches to the education sector that simultaneously contribute to the provision of quality education in fragile in environments, and strengthen a state’s resilience to prevent further political and economic deterioration. What is it and why is it important? Education in fragile environments confronts almost all of the same development challenges that affect education in non-fragile contexts. For this reason there are many lessons to be learned from experience in contexts that are not classified fragile. However, the mix and urgency of the challenges that face fragile states are usually different, which is why fragile states warrant a significantly more intense approach. For example, frequently there is an additional legacy of conflict, including massive schooling and infrastructure backlogs, additional constituencies that require urgent attention (e.g. child soldiers, refugees/returnees, demobilized or alienated youth) and additional demands on the education system issues (e.g. peace-building, vocational training, psychosocial support). Fragile situations often call for different modes of interaction with education authorities, which may be conflicted, fragmented, de facto, or illegitimate, and interaction with different international partners, including peace-keeping, humanitarian and diplomatic partners. Where we work? The World Bank will focus its work on fragile situations that meet criteria agreed between the World Bank and other multilateral development banks. These criteria include evidence of low institutional capacity, and presence of peace-keeping or political missions. Thus low income countries with a Country Policy and Institutional Assessment (CPIA) score of 3.2 or lower (formerly known as LICUS countries) automatically qualify, to which are added IDA-eligible countries without CPIA scores, and two territories without internationally recognized sovereign status. In addition, this definition adds countries (or “situations” within countries) with peace-keeping or political missions. The number of countries that meet one or both of these criteria changes from year to year. Moreover, the World Bank will also address situations that exhibit symptoms of fragility in countries that do not meet these criteria. Key Partnerships The Fragile States work program has, and continues to support the Fast Track Initiative (FTI) to promote greater access to education in fragile and conflict-affected states. Members of the team have played an active role in the development of the progressive framework and interim financing initiative to channel resources more effectively to assist countries meet the education Millennium Development Goals (MDGs) and the EFA goal that all children complete a full cycle of primary education by 2015.When possible, field work of the work program will be designed in collaboration with FTI to promote greater synergy between the World Bank and FTI and avoid duplication of efforts. The World Bank has been a partner of The Inter-Agency Network for Education in Emergencies (INEE) since its inception in 2000, and is an active member of the INEE Steering Committee. The Bank currently chairs the INEE Working Group on Education and Fragility, which is working with members to design policies and development intervention strategies concerning education in fragility. The Working Group’s goals include the following: Strengthen consensus on what works to mitigate state fragility through education while ensuring equitable access for all. Support the development of effective quality education programs in fragile states. Promote the development of alternative mechanisms to support education in fragile states in the transition from humanitarian to development assistance. For more information regarding the Working Group please visit http://www.ineesite.org/page.asp?pid=1424.

Global Partnership for Education

Global Partnership for Education and the World Bank

Overview How Global Partnership for Education Works The World Bank and the Global Partnership for Education The Education for All – Fast Track Initiative is now the Global Partnership for Education The Education for All – Fast Track Initiative officially became the Global Partnership for Education with an announcement and unveiling at the United Nations General Assembly on September 21, 2011. This change builds on the initiative’s successes over the last 10 years and is part of a redoubled commitment to making sure all children in low-income countries have access to quality education and opportunities to learn. Read more about the new name change here. Overview In 2002, the World Bank together with development partners launched the Global Partnership for Education to help low-income countries meet the education Millennium Development Goals (MDGs) and the EFA goal that all children complete a full cycle of primary education by 2015. The Global Partnership for Education is a platform for collaboration at the global and country levels. Through the Global Partnership for Education compact, developing countries commit to design and implement sound education plans while donor partners commit to align and harmonize additional support around these plans. Funding is channeled through existing bilateral and multilateral channels and also through the Global Partnership for Education Catalytic Fund, which supports countries with insufficient resources to implement their sector plans. The Global Partnership for Education ranks among the largest global partnerships in which the Bank is a player. How Global Partnership for Education works The Global Partnership for Education is built on the principles of country ownership and local-level empowerment, as well as mutual accountability and donor harmonization rooted in the Monterrey Consensus and Paris Declaration principles. Its vision encompasses: country preparation of a sound education sector plan addressing policy, capacity, data, and funding gaps as well as a Poverty Reduction Strategy Paper (PRSP); endorsement of the plan by the country’s Local Donor Group, to signal to bilateral and multilateral financiers that the plan is investment-ready; alignment and harmonization of donor support around this country-owned, investment-ready plan. The World Bank and the Global Partnership for EducationThe World Bank has a significant role and stake in the partnership: it launched the partnership, in collaboration with other donors; it hosts the Global Partnership for Education Secretariat; and it serves as Trustee for Global Partnership for Education trust funds including the new Global Partnership for Education Fund. The World Bank is also Supervising Entity for most allocations provided to Global Partnership for Education countries. Collaborating with developing country and donor country partners at the country level as well as at the global level to realize the promise of Global Partnership for Education is a high priority for the Bank. The Global Partnership for Education: supports the Bank's overall objectives for education, which is a vital contributor to economic and human development and poverty reduction helps countries address the large gaps they face in meeting education MDG 2, in areas of policy, capacity, data, finance helps countries accelerate progress, which requires more effective aid, and more external funding assures improved efficiency and lower transaction costs for donor assistance because donors come together around a single country plan rather than engage in fragmented efforts; this is especially important in the context of substantial donor interest in primary education helps to extend the Bank's reach and leverage in support of education through the partnership recognizes that progress must be country-driven; more money at the global level alone is not enough The Bank's involvement is essential because the Bank: has historically been the largest external financier in education and has a strong presence in most low-income countries’ education sectors brings unique strengths to the table that can benefit recipient countries and strengthen the effectiveness of aid can use its convening power to help take forward the Paris Declaration agenda of donor harmonization and alignment around each country’s own education sector plan (ESP) For more information visit Global Partnership for Education website.

Education For All (EFA)

• What is Education for All (EFA)?
• Why is EFA important?
• What is the World Bank doing to achieve EFA?

What is Education for All (EFA)?Education for All (EFA) is an international initiative first launched in Jomtien, Thailand, in 1990 to bring the benefits of education to “every citizen in every society.” In order to realize this aim, a broad coalition of national governments, civil society groups, and development agencies such as UNESCO and the World Bank committed to achieving six specific education goals:

• Expand and improve comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.
  
• Ensure that by 2015 all children, particularly girls, those in difficult circumstances, and those belonging to ethnic minorities, have access to and complete, free, and compulsory primary education of good quality.
  
• Ensure that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programs.
  
• Achieve a 50 % improvement in adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.
  
• Eliminate gender disparities in primary and secondary education by 2005, and achieve gender equality in education by 2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality.
  
• Improve all aspects of the quality of education and ensure the excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

After a decade of slow progress, the international community reaffirmed its commitment to EFA in Dakar, Senegal, in April 2000 and again in September of that year. At the latter meeting, 189 countries and their partners adopted the two EFA goals that are also Millennium Development Goals (MDGs). Although MDGs 2 and 3 refer only to issues of universal primary education and gender parity, respectively, the World Bank recognizes that achieving these goals requires supporting the full EFA commitment.

Why is EFA important?
Achieving the Education for All goals is critical for attaining all 8 MDGs—in part due to the direct impact of education on child and reproductive health, as well as the fact that EFA has created a body of experience in multi-partner collaboration toward the 2015 targets. Simultaneously, achieving the other MDGs, such as improved health, access to clean drinking water, decreased poverty, and environmental sustainability, are critical to achieving the education MDGs.

Although there has been steady progress towards achieving many EFA goals, challenges remain. Today, there are about 77 million children of school age, including 44 million girls, who are still not in school due to financial, social, or physical challenges, including high fertility rates, HIV/AIDS, and conflict.

Access to schooling in developing countries has improved since 1990—some 47 out of 163 countries have achieved universal primary education (MDG 2) and an additional 20 countries are estimated to be “on track” to achieve this goal by 2015. However, huge challenges remain in 44 countries, 23 of which are in Sub-Saharan Africa. These countries are unlikely to achieve universal primary education by 2015 unless domestic and international efforts are accelerated substantially.

Although the gender gap in education (MDG 3) is narrowing, girls are still at a disadvantage when it comes to access and completion of both primary and secondary school. Despite recent gains in girls’ enrollment at both the primary and secondary levels—particularly in low-income countries in Sub-Saharan Africa and South Asia—24 countries are unlikely to achieve gender parity at either the primary or at secondary level by 2105. The majority of these countries (13) are in Sub-Saharan Africa.

Poor learning outcomes and low-quality education also remain overriding concerns in the education sector. For example, in many developing countries, less than 60 percent of primary school pupils who enroll in first grade reach the last grade of schooling. Additionally, pupil/teacher ratios in many countries exceed 40:1 and many primary teachers lack adequate qualifications.

What is the World Bank doing to achieve EFA?

The World Bank supports the Education for All Fast Track Initiative (FTI) as the primary vehicle for accelerating progress toward quality, universal primary education, and other EFA goals. The Bank supports EFA through specific operations in almost 90 countries worldwide through multidimensional efforts to:

• improve primary school access and equity, as well as educational quality and learning outcomes
• improve the dropout and retention rates of girls, as well as their learning outcomes
• help education systems cope with HIV/AIDS
• pomote early childhood development
• potect EFA prospects in fragile states

The Bank has also established a Children and Youth unit to strengthen support for nonformal education, which helps young people develop the necessary skills to improve their opportunities and transition to the labor market.

Policy work is a key component of the Bank’s work to realize EFA. This work involves analysis of individual countries’ education systems and enhancing the capacity of ministries of education to develop and implement policies and programs, as well as to generate reliable data with which to monitor and evaluate educational performance.

Work with individual countries on EFA goals requires a mutual accountability between developing countries and donors. On one hand, developing countries need to develop sound education sector programs through-broad based consultation, lead the development and implementation of a national education program, coordinate donor support, and demonstrate results on key performance indicators. On the other hand, donors need to help mobilize the additional resources needed to achieve EFA goals, work to make donor education funding more predictable, align donor work with country development priorities, and coordinate donor support around one education plan (including the harmonization of donor procedures as much as possible).

Finally, the World Bank also supports EFA efforts through analytic work and the sharing of global knowledge and good practice. The Bank’s analytic work has, for example, helped establish benchmarks for quality, efficiency, and resource mobilization in the education sector. test

Topics

• EFA Fast Track Initiative (FTI)
• Girls' Education
• Early Child Development
• Education and Fragility
• Learning Outcomes
• School Health, Nutrition & HIV/AIDS

Resources

• Education for All: UNESCO site
• EFA Global Monitoring Report, UNESCO
• Girls’ Education in the 21st Century. 2008
• World Bank Progress Report on EFA FTI. 2006.
• Achieving Universal Primary Education by 2015 (pdf, 2.1MB)
• Inclusive Education: Achieving EFA/Disabilities and Special Education(pdf, 413KB)
• Implementation of Free Basic Education Policy(pdf, 6.4MB)
• User Fees in Primary Education(pdf, 661KB)
• The Costs of Missing the Gender Equality MDG(pdf, 550KB)
• EFA Education Notes Series

ICT and Education

HIGHLIGHTS

• flagship initiative:
  Benchmarking ICT use in education (SABER-ICT)
• ICT/education policies
• National ICT/education agencies
  
• Annual global symposium on ICT use in education (Korea)
• New Economy Skills for Africa Program - ICT (NESAP-ICT)
• eTransform Africa (education)
• Mobile phones in education
• ICT teacher competencies
• EVOKE - the World Bank's online educational game
• EduTech Debate

    NEWS (from EduTech Blog)

• An update on the use of e-readers in Africa
  March 16, 2012 10:06:17 am
  
• What Sesame Street Can Teach the World Bank
  March 09, 2012 06:18:36 pm
  
• Educational technology and innovation at the edges
  February 28, 2012 07:10:20 pm
  
• Assessing education with computers in Georgia

February 07, 2012 09:56:45 am

• Mobile learning in developing countries in 2012: What's Happening?
  January 31, 2012 07:46:30 pm
  Key partnerships
  
• World Bank - Korea partnership on ICT/education
• mEducation Alliance (with USAID)
• World Bank - UNESCO cooperation on ICT/education

SELECTED PUBLICATIONS

• Survey of ICT for Education in India and South Asia 2010
• ICTs & Education: Issues and Opportunities (draft) 2010
• Survey of ICT and Education in the Caribbean 2009

View all publications

Unleashing the Potential of the Human Mind with Learning:

• World Bank launches new education strategy for the next decade, with a focus on preparing youth for the jobs market.
• Economic growth, reduced poverty depend on the knowledge and skills that people gain, not the years spent in a classroom, says strategy.
• New middle-income countries are anxious to boost their economic competitiveness by training more skilled, adaptable workforces.

---

April 12, 2011 – With a record 210 million people out-of-work worldwide and employers reporting too few workers to hire with the right skills, the World Bank Group today appealed to governments, donors, community leaders, and employers to focus more on education that prepares young people for the jobs market with the right skills rather than emphasizes the number of years they spend in school.

Launching its education strategy for the next decade, the Bank Group said that better learning for all students worldwide is vital because economic growth, better development, and significantly less poverty depend on the knowledge and skills that people gain, not the years spent in a classroom. According to the strategy, “While a diploma may open doors to employment, it is a worker‘s skills that determine his or her productivity and ability to adapt to new technologies and opportunities. Knowledge and skills also contribute to an individual’s ability to have a healthy, fulfilling life, an educated family, and be involved in their community as citizens and voters.”

The Bank’s new Education Strategy for 2020 will chart the Bank’s education course for the next ten years during an especially turbulent period worldwide.

“The bottom line of the Bank’s new education vision for 2020 is: invest early, invest smartly, and invest for all,” says Elizabeth King, the World Bank’s Education Director and lead author of the new strategy. “In today’s competitive global economy, getting maximum value for each education dollar demands smart investments that are proven to contribute to learning. Learning quality needs to be front and center of these education investments, and ‘Learning for All,’ the title of our new strategy, means ensuring that all students, not just the most privileged or clever, gain the knowledge and skills that they need to get jobs and succeed in life.”

Although millions more children are now in school than were ten years ago, with conditions in the world changing rapidly—from a record surge of young people at the secondary and tertiary levels in the Middle East and many emerging economies, to the rise of new middle-income countries anxious to boost their economic competitiveness by training more skilled, adaptable workforces—developing countries must transform these gains in schooling into improved learning outcomes.

The number of out-of-school children of primary school age fell from 106 million in 1999 to 68 million in 2008. Even in the poorest countries, average primary school enrollment rates surged above 80 percent and completion rates above 60 percent.

A successful driver of development is what people learn, both in and out of school, from their very first years of life all the way through school, into the jobs market, and throughout their working lives, says Robert B. Zoellick, President of the World Bank Group.

"For developing countries to fully reap the benefits of education—both by learning from ideas and through innovation—they need to unleash the potential of the human mind. And there is no better tool for doing so than education,” says Zoellick.

The new strategy calls for stronger systems to improve the quality and reach of education, including prioritizing and financing reform of countries’ education systems as a whole to improve the quality of student learning, matching new education financing with results, and building an evidence base of what works and what doesn’t in education reform.

Education and finance ministers worldwide have endorsed the strategy, including U.S. Education Secretary Arne Duncan, who shares a similar education vision, and Prof. Ruqayyatu Ahmed Rufai, Nigeria’s Minister of Education.

“I strongly endorse the key messages of the World Bank’s new education strategy,” says Rufai. “ For my country, Nigeria, ‘Learning for All’ is our goal—to ensure that all our children, girls and boys, poor and well-to-do, north and south, can go to a good school and can learn what they need to have successful and happy lives.”

Related Content

Press Release

• New Job Skills, Better Learning Vital for Students to Succeed

Documents

• World Bank Group Education Strategy 2020

Websites

• Education Strategy 2020
• Education and the WBG
• Education and the Millennium Development Goals

Video

• Video: Learning for All

Blogs

• Education for Global Development
• EduTech

Issue Brief

• Education Brief

Results

• WBG Education Results

World Bank Education Strategy 2020

The World Bank’s new Education Strategy lays out a ten-year agenda focused on the crucial goal of “learning for all”. The bottom line: Invest early, invest smartly, and invest for all. The strategy draws on consultations with governments, development partners, students, teachers, researchers, civil society, and business representatives from more than 100 countries.

DOWNLOAD: Education Strategy 2020
Executive Summary
العربية | 中文 | English | Français | Português | Русский | Español
World Bank President Robert B. Zoellick Launches Education Strategy

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