Educated? Lets Talk!

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While it draws on research and collective experience—both from within and outside the World Bank—it also draws on the personal experience of the team members, including the two of us. For one of us Halseythe initial impetus to focus on education policy came from his first pre-graduate school job living and working in the Korea in the late s.

Despite decades of rapid economic development, Korea was still a middle-income country, far poorer than its OECD trading partners. Rather than focusing only on enrolment, the Korean education system clearly had learning as its focus, with a determination to equip all children with the skills they and their society would need in the future.

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For the other one of us Deoneducation has always been a passion—but a formative experience in the mids brought things into sharp focus. Accompanied by a team deing a survey to collect data on the quality of schools in Papua New Guinea, he was talking to parents in the Highlands about their views on education. One mother became visibly angry. She was upset that she had done her part and gone to school, but it had not brought her the promised benefits. Her sense of betrayal Educated?

Lets Talk! palpable. While her children were enrolled in the local school, it was clear that she was not enthusiastic about it—she seemed to have given up hope. This came as a shock to Deon. Many other people he had met, even many living in difficult circumstances, shared his belief in the power of education. And academic analysis had demonstrated the potential high returns to schooling and the role that human capital plays in economic development. While other factors Educated? Lets Talk! to diluting the payoff to schooling in Papua New Guinea, the low quality of education was a fundamental part of the story.

A key theme of the WDR is that schooling is not the same as learning. In rural India, nearly three-quarters of students in grade 3 could not solve a two-digit subtraction such as 46 — 17, and half still could not do so by grade 5. Although the skills of Brazilian year-olds have improved, at their current rate of improvement they will not reach the OECD average score in math for 75 years. In reading, it will take over years. And these are all countries that have measured learning and made the public; in too many other countries the problem remains hidden.

The children whom society is failing most are the ones in greatest need of a good education to succeed in life. Within countries, learning outcomes are almost always much worse for the disadvantaged. Together with the fact that all these data are for children and youth lucky enough to be in school, these severe shortfalls constitute a learning crisis. The case of Korea is striking, but there are others.

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Vietnam surprised the world when the from PISA showed that its year-olds performed at the same level as those in Germany—even though Vietnam was a lower-middle-income country. Between andPeru achieved some of the fastest growth in overall learning outcomes due to concerted policy action. And recently in Liberia, Papua New Guinea, and Tonga, early grade reading improved substantially within a very short time, thanks to focused evidence-based efforts. The WDR identifies three main dimensions of the learning crisis.

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First, the poor learning outcomes themselves: low levels of learning, high inequalities across income, gender, and other characteristicsand slow improvements in learning. Third, the deeper system-level barriers, both technical and politicalthat pull the various actors away from a focus on learning.

The WDR provides detailed diagnoses of each dimension based on new data and research. To confront the learning crisis, the WDR argues that a nation must take action on three fronts.

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Published on Let's Talk Development. Share Tweet Share Comment. First, assess learning, to make it a serious goal. These measures can spotlight hidden exclusions, inform policy choices, and track progress. Second, act on evidence to make schools work for all learners. Countries should start by targeting areas with the largest gaps between what happens in practice and what evidence suggests works for learning.

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The best place to start is these three key areas: prepared learners; skilled and motivated teachers; inputs and management focused on teaching and learning. Third, align actors, to make the whole system work for learning. Even Educated? Lets Talk! classroom innovation may have little impact if system-level technical and political factors prevent a focus on learning. Countries can escape low-learning traps by deploying information and metrics to make learning politically salient; building coalitions to shift political incentives toward learning for all; and using innovative and adaptive approaches to find out which approaches work best in context.

The payoff is education that delivers: for individuals, it promotes employment, earnings, health, and poverty reduction; and for societies, it drives long-term economic growth, spurs innovation, strengthens institutions, and fosters social cohesion. But these benefits depend largely on learning.

Mounting evidence shows that the skills acquired are what equips individuals for work and life, and that it is through learning and skills that education boosts growth. Korea, Republic of. The World Region. World Development Report Your name. The content of this field is kept private and will not be shown publicly.

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