Are men the new weaker sex? The rise of the reverse gender gap in education

capture1_34It is probably fair to say that the World Bank’s latest report on intergenerational mobility – Fair Progress? Economic Mobility across Generations around the World – is the first-ever attempt to paint a truly global picture of how achievement – or the lack thereof – is transmitted across generations. Though there are results for income mobility for a subset of countries, most of the analysis focuses on educational attainment across 148 economies, representing over 95% of the world’s population.

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The Missing Piece: Disability-Inclusive Education

down-syndrome-boy-with-phoneIn 2015, the world committed to Sustainable Development Goal (SDG) 4 to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” More than an inspirational target, SDG4 is integral to the well-being of our societies and economies – to the quality of life of all individuals.

Today, 65 million primary school-age children are not in school – close to half of them are children with disabilities. Even children with disabilities who do enroll are far less likely to complete school than others. Some estimates suggest that less than 5% of children with disabilities will graduate. This has led to a world where only 3% of adults with disabilities are literate – with, shockingly, only 1% of women with disabilities being literate.

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eC2: Digital Skills for Ghana

indexDeadline: 12-Jun-2018 at 11:59:59 PM (Eastern Time – Washington D.C.)

Develop a publication targeting CEOs of African tertiary education institutions, Executives in the Technology and other relevant sectors and African policy makers. The effort will have a specific focus on Ghana. The objective of the publication is to showcase best-in-class private sector-led practices promoting Digital Skills, advancing the understanding of what are the relevant digital skills that need to be promoted, and how to best integrate the delivery of digital skills into the curriculum through specific, innovative offerings. The focus will be on skills needed at the post-secondary level, including upskilling / reskilling needs for working adults, with an emphasis on lifelong learning. The digital economy in Ghana, and more broadly across Africa, needs a digitally skilled workforce that masters basic functional digital skills at minimum with some acquiring high level skills like coding and software development capabilities.

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For Better Returns than the U.S. Stock Market, Invest in Education

We all know that education is a sound investment, but just how solid is it? We set to find out, with a comprehensive review that covered trends and patterns from a database of 1,120 estimates in 139 countries spanning nearly seven decades.

The result—a 9 percent average individual return for one extra year of schooling globally, or in other words, 9 percent increase in hourly earnings—is staggering, especially when compared to other investment options available. One such investment many people choose to invest in are United State stocks and bonds. However, when we learned that investors over a five-decade period from the mid-1960s collected only a mere 2.4 percent return, investing in education looks even more solid.

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Schools are teaching 10 million girls to code; gender equality is a real possibility

hadi_feature_photoToday, for the International Day of Women and Girls in Science, we celebrate the progress made towards reducing the gender gap in computer science, and we urge schools worldwide to help balance the scales in this critical 21st century subject.
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A Smarter Way to Keep Teachers in Malawi’s Remote Schools

malawi_pictureAlberto Gwande and his students at Khuzi school in Malawi need more teachers. The school is severely understaffed, with only six teachers for nearly 800 students. “I was supposed to receive new teachers last year, but they never came,” recalls Alberto, the headteacher.

Khuzi is 20 kilometres away from Nathenje, the nearest large village with a trading center, and its Pupil-Teacher Ratio (PTR) is 131 pupils per teacher. In contrast, Chibubu school, located four kilometers from Nathenje, has a PTR of 65, while Mwatibu school, located inside the village, has a PTR of just 49. And yet, despite the shortage at Khuzi, it was Chibubu which received four new teachers last year.

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‘Learning for All’ Must Include Children with Disabilities

December 1, 2017– While the developing world has made strong progress towards disabled_children_masaru_goto_world_bank.jpg
universal primary education, education is still largely an unfulfilled dream for millions of children with disabilities. Leroy Philips, a youth leader and radio broadcaster from Guyana, recalls what it was like growing up blind.

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eC2: Executive Education: Disaster Risk Financing and Insurance

Deadline: 30-Nov-2017 at 11:59:59 PM (Eastern Time – Washington D.C.) vn-communitybased-disasterrisk-780x439

Objective: The objective is to develop a 4-day modular capacity building program on Disaster Risk Financing(DRF)to enhance understanding of DRF strategies and instruments for protection from natural disasters, embedded in the broader Disaster Risk Management and fiscal risk management frameworks, and build the skills of stakeholders to design and implement such strategies.

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eC2: Kenya Patient Safety Impact Evaluation Follow-up Data Collection

Deadline:  14-Nov-2017 at 11:59:59 PM (Eastern Time – Washington D.C.)

Objective: The Kenya Patient Safety Impact Evaluation(KePSIE)is s country-driven initiative, with the Ministry of Health and regulatory bodies leading the design of the inspection systems, the choice of implementation areas and the outcomes to be evaluated. The project is at scale and at the evaluation stage it covers 4.5 million people and 7 million health visits in a year. In 2017, the implementation of the KePSIE interventions is being carried out with the Ministry of Health using the first cadre of full-time in Kakamega, Kilifi, and Meru. After the initial listing of healthcare facilities, baseline data collection, and the implementation of the interventions, KePSIEs follow-up survey will measure different aspects of patient safety and quality of care in approximately 1,000 public and private health facilities in the three intervention counties. Data will be collected through various instruments including facility and patient exit surveys, and direct observation of patient-health provider interactions.

Kenya

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World Bank warns of ‘learning crisis’ in global education

World Bank buildingWorld Development Report 2018 calls for greater measurement, action on evidence

WASHINGTON, September 26, 2017 – Millions of young students in low and middle-income countries face the prospect of lost opportunity and lower wages in later life because their primary and secondary schools are failing to educate them to succeed in life. Warning of ‘a learning crisis’ in global education, a new Bank report said schooling without learning was not just a wasted development opportunity, but also a great injustice to children and young people worldwide.

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