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.
Among the 29 countries and economies of the East Asia and Pacific region, one finds some of the world’s most successful education systems. Seven out of the top 10 highest average scorers on internationally comparable tests such as PISA and TIMSS are from the region, with Japan, Republic of Korea, Singapore, and Hong Kong (China) consistently among the best.
Today, 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.
Deadline: 22-Feb-2018 at 11:59:59 PM (Eastern Time – Washington D.C.)
The Early Learning Partnership (ELP) of the World Bank, with the support of the UK Department for International Development (DFID), seeks bidders for Phase 1 of the ELP Systems Research program in Jamaica. The selected research team will produce diagnostic report(s) on the following themes: (1) Early intervention for children identified as at risk through the Jamaica School Readiness Assessment; (2) the effects of violence on early learning; (3) additional theme(s) proposed by the team, provided that they are relevant to the National Strategic Plan (NSP) for Early Childhood in Jamaica and agreed with the World Bank.
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.
The World Development Report 2018 (WDR 2018)—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the timing is excellent: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to place their learning at the center. The 2018 WDR explores four main themes: 1) education’s promise; 2) the need to shine a light on learning; 3) how to make schools work for learners; and 4) how to make systems work for learning.
Deadline: 08-May-2017 at 11:59:59 PM (Eastern Time – Washington D.C.)
Specific objectives of the assignment are:
1.Identification of the partner university in one ECA country and adjustment of the existing Masters degree program training materials to national legislation and specific requirements (Phase 1).
2.Launch of the Masters degree program branch in identified university in one of ECA countries (Phase 2).
3.Further implementation of the Masters degree program branch in the identified university in the ECA country (Phase 3).
Deadline: 20-Mar-2017 at 11:59:59 PM (Eastern Time – Washington D.C.)
The goal of the assignment is to develop an international level capacity for training of professionals at a Ph.D. level in Russia in Educational Measurement and Evaluation area. Specific objectives of the assignment are to establish a Ph.D. (Philosophy Doctor) program in Educational Measurement and Evaluation.
Deadline: 30-Jan-2017 at 11:59:59 PM (Eastern Time – Washington D.C.)
The primary objective of the Research for Results (R4R) program is to generate new evidence on student and teacher performance across school types and to create policy recommendations to strengthen the efficiency and quality of education services by public, private and non-state providers. Furthermore, the research program includes system-level analyses and stakeholder outreach to create and share new information about education services for uptake by policy makers and system stakeholders. The R4R program is governed by a Steering Committee, chaired by MEHE, and a Technical Committee, chaired by the Center for Educational Research and Development (CERD), and is financed by the United Kingdom Department for International Development (DFID) and United States Agency for International Development (USAID). Under the R4R program different studies are designed to understand the causes and factors associated with the variation at all type of schools, public or private, in order to support the government initiatives to ensure learning for all children in Lebanon. One of these studies is looking into the school enabling environment covering four dimensions: school finances, school management and leadership, teachers, and school physical and learning environment. Other ongoing studies are focusing on student learning outcomes as well as teacher observation and classroom practices.