The past decade has seen slow but steady progress toward reducing the number of children who are living in extreme poverty worldwide. Yet despite this progress, children remain disproportionately affected by extreme poverty. They represent over half of the global population living on less than $3.00 per day, even though they make up only 30% of the total population.
Continue readingToday’s intertwined crises have brought new challenges for the health of women, children,
and adolescents, particularly those in the hardest to reach communities. The tepid post COVID-19 recovery in developing countries, along with shocks such as climate change, fragility, debt distress, food shortages and energy price increases, are constraining fiscal space and burdening already stretched health systems. This has meant stalled or even the reversal of progress.
Scientific and technological advances are transforming lives: they are even helping 
poorer countries close the gap with rich countries in life expectancy. But, poorer countries still face tremendous challenges, as almost a quarter of children under five are malnourished, and 60 percent of primary school students are failing to achieve even a rudimentary education. In fact, more than 260 million children and youth in poorer countries are receiving no education at all.
Deadline: 26-Feb-2017 at 11:59:59 PM (Eastern Time – Washington D.C.)
The National Student Assessment (NSA) 2011, 2013 and NSA 2015 assessed the learning 
achievement of the aforementioned pupils relative to the learning outcomes prescribed in the primary curriculum. Other objectives were: to investigate differences in pupil achievement by key system, school and pupil factors {e.g., division, district, school type, locality (urban v. rural), and gender}; to examine the relationships between achievement and factors such as school size, class size, pupil-teacher ratio, attendance rate, teachers’ qualifications and training, training of school managers, and frequency of inspection; and to draw implications for improvements in teaching and learning through enhanced policy actions, planning and management, and teacher education. It is expected that relevant Government of Bangladesh (GoB) line agencies will utilize the findings and recommendations in order to inform educational planning of sub-components such as teacher professional development and curriculum reform.
Netherlands for the World Bank 
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