It 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.
In 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.
. Even children with disabilities who do enroll are far less likely to complete school than others.
Deadline: 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.
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.
Alberto 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.
December 1, 2017– While the developing world has made strong progress towards
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.
Deadline: 30-Nov-2017 at 11:59:59 PM (Eastern Time – Washington D.C.)
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.
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.
World 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.