Confronting the Learning Crisis : Lessons from World Bank Support for Basic Education, 2012–22 (Approach Paper)

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...

Full description

Bibliographic Details
Main Author: Independent Evaluation Group
Format: Working Paper
Language:English
en_US
Published: Washington, DC : World Bank 2022
Subjects:
EDUCATION
LEARNING
CHALLENGES
LOW-INCOME COUNTRIES
COVID-19
Online Access:http://documents.worldbank.org/curated/en/099917506172215468/IDU00f606c800fed904a770823c09ba07965f2e1
http://hdl.handle.net/10986/37671
id okr-10986-37671
recordtype oai_dc
spelling okr-10986-376712022-07-12T05:10:50Z Confronting the Learning Crisis : Lessons from World Bank Support for Basic Education, 2012–22 (Approach Paper) Independent Evaluation Group EDUCATION LEARNING CHALLENGES LOW-INCOME COUNTRIES COVID-19 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. 2022-07-11T15:36:49Z 2022-07-11T15:36:49Z 2022-05-24 Working Paper http://documents.worldbank.org/curated/en/099917506172215468/IDU00f606c800fed904a770823c09ba07965f2e1 http://hdl.handle.net/10986/37671 English en_US Independent Evaluation Group (IEG) Approach Paper; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank Washington, DC : World Bank Publications & Research Project Documents :: IEG Approach Paper World
repository_type Digital Repository
institution_category Foreign Institution
institution Digital Repositories
building World Bank Open Knowledge Repository
collection World Bank
language English
en_US
topic EDUCATION
LEARNING
CHALLENGES
LOW-INCOME COUNTRIES
COVID-19
spellingShingle EDUCATION
LEARNING
CHALLENGES
LOW-INCOME COUNTRIES
COVID-19
Independent Evaluation Group
Confronting the Learning Crisis : Lessons from World Bank Support for Basic Education, 2012–22 (Approach Paper)
geographic_facet World
relation Independent Evaluation Group (IEG) Approach Paper;
description 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.
format Working Paper
author Independent Evaluation Group
author_facet Independent Evaluation Group
author_sort Independent Evaluation Group
title Confronting the Learning Crisis : Lessons from World Bank Support for Basic Education, 2012–22 (Approach Paper)
title_short Confronting the Learning Crisis : Lessons from World Bank Support for Basic Education, 2012–22 (Approach Paper)
title_full Confronting the Learning Crisis : Lessons from World Bank Support for Basic Education, 2012–22 (Approach Paper)
title_fullStr Confronting the Learning Crisis : Lessons from World Bank Support for Basic Education, 2012–22 (Approach Paper)
title_full_unstemmed Confronting the Learning Crisis : Lessons from World Bank Support for Basic Education, 2012–22 (Approach Paper)
title_sort confronting the learning crisis : lessons from world bank support for basic education, 2012–22 (approach paper)
publisher Washington, DC : World Bank
publishDate 2022
url http://documents.worldbank.org/curated/en/099917506172215468/IDU00f606c800fed904a770823c09ba07965f2e1
http://hdl.handle.net/10986/37671
_version_ 1764487637020704768

Similar Items