Netherlands for the World Bank

Your guide to the World Bank Group

Netherlands for the World Bank

Realizing the returns to schooling: How COVID-19 and school closures are threatening women’s economic future

COVID-19 is threatening the gains being made in girls’ education. Urgent action is needed to sierraleoneensure that girls and women can realize the returns to their schooling. 

Returns to schooling for women are high – so says Bono and the research. A couple of years ago, in an essay in Time magazine Bono wrote: “Give girls just one additional year of schooling and their wages go up almost 12 percent.” He said the same thing a year before that at the Munich Security Conference. The source of that quote was a 2014 World Bank paper and a recent update confirms this is still the case. At the same time, girls are staying in school longer and learning more. However, these gains are at risk as COVID-19 is presenting a crisis within a crisis for girls’ education.

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Urgent, Effective Action Required to Quell the Impact of COVID-19 on Education Worldwide

 

Sutil, who lives in a remote village in West Kalimantan, Indonesia (the world’s 4th most populous country), has found educating his child during COVID-19 to be a monumental challenge. As a farmer with a lack of electricity and no access to the internet or television, Sutil has found it difficult to help his child with his lessons. Once a week, teachers come to the children’s homes so they can help the children with their learning, however, in many cases, they have difficulties finding the children because they are out with their parents in the rice fields.

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Morocco: A case for building a stronger education system in the post Covid-19 era

Building a stronger Human Capital could accelerate Morocco’s economic growth, job creation Morocco-Education-780trajectory and competitiveness gains. In 2018, Human Capital was estimated to contribute 41 percent to the country’s wealth per capita, a level substantially lower than in countries with a similar level of development.

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We must prepare supply chains for future COVID-19 vaccines and therapeutics

Nothing would undermine delivery of successful COVID-19 (coronavirus) vaccines and gs1_forumtherapeutic treatments faster than the emergence of fake vaccines.  Health development and financing institutions already have their work cut out to raise public awareness and acceptance of these potential pandemic ending-solutions. The proliferation of falsified versions in marketplaces around the world would make the job even harder. The likely diversion of these highly prized commodities away from priority or underserved recipients would also be tragic. COVID-19 vaccines and therapeutics could be the catalyst to step up efforts around medicine traceability, but supply chains need to make fast progress. 

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Automated transport could propel development forward. Can we turn the vision into reality?

The next few weeks mark the beginning of the school year across the northern hemisphere. Safety of students and teachers vis-à-vis COVID-19 spread is top priority. Learn how countries are planning for the reopening of schools. This is what they had to say.

Violence amid the pandemic: The COVID-19 pandemic has put a spotlight on some of the biggest cracks in societies worldwide. While many governments are still grappling with surging cases, violence is fueling the crisis in some of the world’s most fragile environments.

Killer # 2: Millions of women and children may die or endure lifelong health impacts because of disruptions to essential health services and the reluctance by patients to seek care for fear of COVID-19 infection. A recent analysis examined the effects of service disruptions. The results are overwhelming.

Power of digital ID: As countries focus on “building back better” after the pandemic, they have a crucial opportunity to leapfrog to a more digital economy – and to do so responsibly. Whichever model they choose, governments can transform the lives of people everywhere by building digital ID systems designed to maximize privacy, inclusion, and trust.

Go deeper: Learn how the World Bank Group is responding to the COVID-19 (coronavirus) pandemic. Explore our multilingual portal. Click, bookmark and come back for updates.

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Relief, restructuring and resilient recovery key to building back better

The COVID-19 pandemic demands World Bank engagement with unprecedented speed, scale and selectivity. We’re organizing our crisis response across the three stages of relief, restructuring, and resilient recovery. Learn more about our priorities for broad and fast action with our new crisis response paper, Saving Lives, Scaling-up Impact and Getting Back on Track.

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How ministries of education work with mobile operators, telecom providers, ISPs and others to increase access to digital resources during COVID19-driven school closures (Coronavirus)

With schools closed around the world as a result of the coronavirus pandemic, many edtech2countries that are seeking to promote and support online learning for students at home are running into challenges.

One easy-to-understand challenge relates to access:

How can we – quickly – help students (and teachers) get online, and stay online? 

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Procurement Framework Education & Learning tools

Mandatory for all lending operations after July 1, 2016, the new Framework emphasizes Bangladeshstory_banner1.pngflexibility, quality, and greater value for public spending, while enabling adaptation to country contexts. It recognizes that countries are looking to be more efficient in their public spending so that they can invest more in basic public services such as education, health and infrastructure services and enrich development outcomes.

The reform is the result of extensive consultations in almost 100 countries and allows greater flexibility for each operation to identify the right procurement approach; an extended range of procurement practices and options; more tailored, context-specific approaches for fragile and conflict-afflicted states; and more hands-on support from Bank staff to help clients in capacity-building and institution-strengthening.

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The learning crisis requires a new approach

For most children, turning 10 is an exciting moment. They’re learning more about the untitled.pngworld and expanding their horizons. But too many children – more than half of all 10-year-olds in low- and middle-income countries – cannot read and understand a simple story. We are in the middle of a global learning crisis that stifles opportunities and aspirations of hundreds of millions of children.   That is unacceptable.

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