Confronting the Learning Crisis : Lessons from World Bank Support for Basic Education, 2012–22 (Approach Paper)
The achievement of learning outcomes has been a long-standing challenge for education systems across the developing world and has significant consequences for economic development. To realize the development aims of education investments, students...
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| Format: | Working Paper |
| Language: | English en_US |
| Published: |
Washington, DC : World Bank
2022
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| Online Access: | http://documents.worldbank.org/curated/en/099917506172215468/IDU00f606c800fed904a770823c09ba07965f2e1 http://hdl.handle.net/10986/37671 |
| Summary: | The achievement of learning outcomes
has been a long-standing challenge for education systems
across the developing world and has significant consequences
for economic development. To realize the development aims of
education investments, students need to learn, but too many
have not, especially in low-income countries. The World Bank
has sought to address this learning crisis for more than a
decade through the pursuit of quality education that
enhances learning outcomes. The Independent Evaluation
Group’s (IEG) proposed evaluation will assess the extent to
which the World Bank’s Education Global Practice (GP) and
its predecessor, the Education sector unit, have supported
efforts to improve learning outcomes over the past decade
(fiscal years [FY]12–22). Based on that experience, the
evaluation will assess the effectiveness, relevance, and
adequacy of World Bank support to address the learning
crisis. It will identify lessons and recommendations to
inform the next education sector strategy and further
development of the World Bank’s approach to this persistent
development challenge and the exacerbation of learning
deficits during the coronavirus (COVID-19) pandemic. |
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