Modernizing Education in Europe and Central Asia Maureen McLaughlin World Bank February 1, 2006

Europe and Central Asia Region Twenty eight Countries Twenty eight Countries –New EU members –EU Candidate countries—Romania, Bulgaria, Croatia and Turkey –South East Europe –Russia –Ukraine –Central Asia, incl Kazahkstan, CA republics and Caucuses Diverse Countries but Common Background Diverse Countries but Common Background –Fall of communism Education systems viewed as strong—high levels of eductaion Education systems viewed as strong—high levels of eductaion But discovered the systems were not well-adated to new realities But discovered the systems were not well-adated to new realities –Difficult transitions from centrally planned, closed societies and economies from centrally planned, closed societies and economies to more open, democratic, market oriented societies to more open, democratic, market oriented societies –Turkey—initially low primary enrollment and still disparities for girls

Millenium Development Goals: Education for All On target for MDGs, mostly… On target for MDGs, mostly… –Most ECA countries on track for primary school enrollment targets –Enrollment generally back to pre-transition levels –At risk for achieving targets—Tajikistan, Georgia, and Moldova MDG plus agenda…. MDG plus agenda…. –Quality—what are students learning Poor results on international tests (PISA) Poor results on international tests (PISA) Not suited to needed skills and competencies Not suited to needed skills and competencies –Universal secondary school enrollment –Contribute to poverty reduction and economic growth

Improving Quality: What Can Countries Do? New skills and competencies needed New skills and competencies needed –Graph in Jamil’s presentation on skills needed for in knowledg economy Change what students are learning Change what students are learning Reform curriculum—a continuous process, starting or ongoing in many countries Reform curriculum—a continuous process, starting or ongoing in many countries –Learning to think and learning to learn –Move from overloaded, narrow, fact-based studies to encouraging flexibility, thinking and reasoning Match textbooks and other materials to new curriculum and new skills Match textbooks and other materials to new curriculum and new skills Train teachers to teach new skills—more learner centered Train teachers to teach new skills—more learner centered Assessment of students—baseline and measure progress Assessment of students—baseline and measure progress

Increasing Quality and Relevance of Secondary Schools: What Can Countries Do? Develop mass system of secondary education Develop mass system of secondary education –With quality and equity –Defer early specialization and selection of students Shifting and fading frontier between general and vocational curriculum Shifting and fading frontier between general and vocational curriculum Broader curriculum—build vocational into general courses Broader curriculum—build vocational into general courses Push vocational education later in secondary school or postsecondary Push vocational education later in secondary school or postsecondary

Tertiary Education for the Knowledge Economy: What Can Countries Do? Balance increased access with quality and equity Balance increased access with quality and equity –Significant increases in demand for tertiary education –Moving from elitist to mass systems of education –Transparent admissions decisions—incl new entrance exams –Eliminate regressive dual track fees, consider variable fees by type of education –Provide up front grants and scholarships to needy students –Support appropriate student loans—targetted subsidies, up-front and future subsidies –Quality assurance essential Operate in a global, knowledge economy Operate in a global, knowledge economy –Kinds of education, links to research, innovation and business Balance public/private roles and responsibilities Balance public/private roles and responsibilities –Government, students and families, private institutions, business –Efficient and effective funding mechanisms

Conclusion Challenges at all levels of education Challenges at all levels of education Different countries at different points in the change process Different countries at different points in the change process Adapt solutions to own country cicumstances Adapt solutions to own country cicumstances