Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
35 Results found
Realizing the Future of Learning: From Learning Poverty to Learning for Everyone, Everywhere Year of publication: 2020 Author: Jaime Saavedra | Cristian Aedo | Omar Arias | Adelle Pushparatnam | Halsey Rogers | Marcela Gutierrez Bernal | Sanna Ellinore Ahlgren | Maria Qureshi Corporate author: World Bank This report describes the World Bank’s vision for the future of learning and a strategic approach that lays out the lines of actions needed for education systems to move forward in accelerating learning improvement. To guide its policy advisory and operational support to countries, the report discusses policy actions that are needed to accelerate learning and that characterize the way many successful systems operate. These are presented within five interrelated pillars of a well-functioning education system that underpin the World Bank’s strategic education policy approach: learners, teachers, learning resources, schools, and system management.This report also reviews the current learning crisis, including the extent to which COVID-19 has exacerbated it, and then lays out a vision, policy priorities and some principles for education policy reform. 
Acting Now to Protect the Human Capital of Our Children: The Costs of and Response to COVID-19 Pandemic’s Impact on the Education Sector in Latin America and the Caribbean Year of publication: 2021 Corporate author: World Bank The sanitary and economic shocks caused by the COVID-19 pandemic brought about the most significant disruption in the history of the education sector in Latin America and the Caribbean region, leading to school closures at all levels and affecting over 170 million students throughout the region. Despite the tremendous efforts made by countries to mitigate the lack of in-person education through remote learning, education is taking a serious hit and outcomes are plummeting in the region. Learning poverty by the end of primary education could increase by more than 20 percent. Over 2 in 3 lower secondary education students could fall below minimum proficiency levels, and learning losses will be substantially larger for the most disadvantaged students. There is no time to lose. All countries must act now to make sure schools are ready to reopen safely and effectively country-wide so as to speed up the recovery process from the dramatic effects of the pandemic. They can leverage many emerging lessons and evidence, and must protect public funding for education, to enable this reopening process. While education systems face a challenge like no other, this exceptionally difficult situation also opens a window of opportunity to build back better their education systems to become more effective, equitable and resilient. 
Internationalization of Tertiary Education in the Middle East and North Africa Year of publication: 2020 Author: Giulia Marchesini | Lise Barbotte | Paul Cahu | Aurelia Hoffmann | Holly Johnstone | Mirna Mehrez | Marco Pasqualini | Francisco Marmolejo Corporate author: World Bank This report draws on available data to respond to both a real need for regional analysis and a direct demand from stakeholders, including tertiary education institutions in MENA. Encouraging internationalization to be mainstreamed throughout MENA is the objective that this report seeks to achieve by way of stimulating regional policy dialogue on the subject. The report presents some global trends in internationalization and details its main benefits, before providing an overview of the current status of internationalization in the MENA region, including an in-depth analysis of student mobility. In its reflections on the way forward for the region, the report situates its recommendations in the context of COVID-19, within which, despite serious challenges due to a lack of attractiveness of the region, MENA may find a key opportunity. It suggests that adapting to the “new normal” through the deeper implementation of internationalization “at home” – a dimension that does not require physical mobility and, being implemented within domestic environments, has a much wider reach – may help enable the region to make strides towards catching up on the internationalization agenda. 
Towards Mongolia’s Long-Term Development Policy Vision 2050: Advancing Education Equity, Efficiency and Outcomes Year of publication: 2020 Corporate author: Mongolia Ministry of Education, Culture, Science and Sports | World Bank This report seeks to synthesize and analyze education outcomes with a view of identifying the main priorities for strengthening the education sector in support of Mongolia’s Sustainable Development Vision 2050. The report highlights data and findings generated from a series of source reports (see bibliography) related to the goals and targets set out in the Vision 2050. The report is composed of six thematic chapters: Access; Equity; Internal Efficiency, Education Cost and Finance; External Efficiency; Management. Each chapter will include an overview of the current situation and recent development with a focus on, key achievements and persistent challenges. As a synthesis report, the information on each topic is not exhaustive but rather seeks to present key findings. Specific activities highlighted in the Vision 2050 have been included at the beginning of each chapter and a complete mapping by activity is annexed (Annex 1. Vision 2050 Chapter mapping). This synthesis report draws on conclusions, finding, data and surveys produced in collaboration with MECSS by the Asian Development Bank, the Global Partnership for Education and the World Bank. The synthesis also draws from key UNESCO reports. The scope, research, and focus of the source reports differ, and precise findings are, on occasions, incongruent however the overall conclusions are fundamentally compatible. Whereas most of the source reports focus on one or two key stages, the synthesis report seeks to extract cross-cutting and/or recurring challenges that have an impact, positive or negative, on equity, efficiency and outcomes which ultimately may contribute to the implementation of Vision 2050. Mongolia’s State Education Policy (2014-2024) states: ‘Education is the main key factor of each citizen’s lifelong support and guarantee of life quality, and of the State’s societal and economical, science and technological development, and guarantee of national independence and security. Mongolian State shall develop education as a leading sector in society’. 
Selected Drivers of Education Quality: Pre- and In-Service Teacher Training Year of publication: 2019 Corporate author: World Bank This evaluation examines how the World Bank has supported two types of professional development to improve teacher capacity—preservice and in-service training—and identifies how these drivers of education quality can be better designed, implemented, and scaled up. 
Asia-Pacific Migration Report 2024: Assessing Implementation of the Global Compact for Migration Year of publication: 2024 Corporate author: UN. Economic and Social Commission for Asia and the Pacific (UN. ESCAP) | International Labour Organization (ILO) | International Organization for Migration (IOM) | UN. Office of the United Nations High Commissioner for Human Rights (UN. OHCHR) | United Nations Centre for Human Settlement Programme (UN Habitat) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | United Nations Development Programme (UNDP) | UNESCO | UN. Office of the United Nations High Commissioner for Refugees (UNHCR) | UN. Office on Drugs and Crime (UNODC) | World Bank This report aims to assess the state of GCM implementation in the region, its progress and its challenges since the first Asia-Pacific Regional Review of Implementation of the Global Compact for Migration in 2021, in which a Chair’s summary was adopted. Chapters 2 to 5 each consider clusters of GCM objectives, as presented in General Assembly resolution 73/326 and following the same groupings as in the Asia-Pacific Migration Report (APMR) 2020. These chapters open with a summary of the discussions from the first regional review of the GCM, held in 2021, drawing from the Chair’s summary. Chapter 6 provides overarching recommendations to support and accelerate GCM implementation in Asia and the Pacific. At the end of the report are annexes with information on the GCM objectives and guiding principles, references to migration in Voluntary National Reviews to the High-Level Political Forum on Sustainable Development, and GCM pledges at the level of the State or City, Municipality and Local Authority. 
Atlas of Sustainable Development Goals 2018: From World Development Indicators Year of publication: 2018 Corporate author: World Bank The Atlas of Sustainable Development Goals 2018 is a visual guide to the trends, challenges and measurement issues related to each of the 17 Sustainable Development Goals. The Atlas features maps and data visualizations, primarily drawn from World Development Indicators (WDI) - the World Bank’s compilation of internationally comparable statistics about global development and the quality of people’s lives. Given the breadth and scope of the SDGs, the editors have been selective, emphasizing issues considered important by experts in the World Bank’s Global Practices and Cross Cutting Solution Areas. Nevertheless, The Atlas aims to reflect the breadth of the Goals themselves and presents national and regional trends and snapshots of progress towards the UN’s seventeen Sustainable Development Goals related to: poverty, hunger, health, education, gender, water, energy, jobs, infrastructure, inequalities, cities, consumption, climate, oceans, the environment, peace, institutions, and partnerships. 
Education 2030: Incheon declaration and framework for action towards inclusive and equitable quality education and lifelong learning for all Year of publication: 2015 Corporate author: UNESCO | United Nations Development Programme (UNDP) | United Nations Population Fund (UNFPA) | UN. Office of the United Nations High Commissioner for Refugees (UNHCR) | United Nations Children's Fund (UNICEF) | United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) | World Bank This framework — painstakingly drafted over many months with input from governments, international agencies, civil society and experts — provides guidance for implementing the education commitments made in the 2030 Agenda for Sustainable Development at a national, regional and global level. In particular: it aims at mobilizing all countries and partners around Sustainable Education Goal 4 and its targets;it proposes ways of implementing, coordinating, financing and monitoring the new commitments; andit proposes indicative strategies which countries may wish to draw upon in developing their plans, taking into account different national realities, capacities and levels of development and respecting national policies and priorities. 
What’s Next? Lessons on Education Recovery: Findings From a Survey of Ministries of Education Amid the COVID-19 Pandemic Year of publication: 2021 Corporate author: UNESCO | United Nations Children's Fund (UNICEF) | World Bank | Organisation for Economic Co-operation and Development (OECD) United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF), the World Bank and the Organisation for Economic Co-operation and Development (OECD) have collaborated in the third round of the Survey on National Education Responses to COVID-19 School Closures, administered by the UNESCO Institute for Statistics (UIS) and OECD to Ministry of Education officials. The questions covered four levels of education: preprimary, primary, lower secondary and upper secondary. While the first two rounds of the survey were implemented during the periods May–June and July–October 2020, respectively, the third round was implemented during the period February–June 2021. In total, 143 countries responded to the questionnaire. Thirty-one countries submitted responses to the OECD (“OECD survey”) and 112 countries responded to the UIS (“UIS survey”). Seven countries responded to both surveys. In these instances, the more complete set responses were used in analysis. 
What Have We Learnt?: Overview of Findings From a Survey of Ministries of Education on National Responses to COVID-19 Year of publication: 2020 Corporate author: UNESCO | United Nations Children's Fund (UNICEF) | World Bank As part of the coordinated global education response to the COVID-19 pandemic, UNESCO, UNICEF and the World Bank conducted a Survey on National Education Responses to COVID-19 School Closures. In this joint report, the results of the first two rounds of data collection administered by the UNESCO Institute for Statistics (UIS) were analysed. They cover government responses to school closures from pre-primary to secondary education.