1 The Global Education Challenge: A View from the World Bank Global Seminar Series 18 October 2006 Washington DC

2 Overview The Education For All Challenge (EFA) The Education For All Challenge (EFA) The Education for the Knowledge Economy Challenge (EKE) The Education for the Knowledge Economy Challenge (EKE) The World Banks New Education Strategy (ESSU) The World Banks New Education Strategy (ESSU)

3 The Education Challenge Evidence is overwhelming that education – particularly for girls– can break the cycle of poverty, halt the spread of AIDS, and create more stable and prosperous nations Evidence is overwhelming that education – particularly for girls– can break the cycle of poverty, halt the spread of AIDS, and create more stable and prosperous nations Around the world, over 100 million children are out of school, of which 58 million girls ( primary school fees a barrier in some 89 countries ) Around the world, over 100 million children are out of school, of which 58 million girls ( primary school fees a barrier in some 89 countries )

4 Many countries will not reach UPC by 2015 if past trends continue

5 The Global EFA Challenge Quality –1/3 drop out before last grade, poorly trained teachers, 800 million illiterate, TIMSS –most did not reach the lowest mark in math Quality –1/3 drop out before last grade, poorly trained teachers, 800 million illiterate, TIMSS –most did not reach the lowest mark in math Economic growth undermined by HIV/AIDs, armed conflict, weak governance Economic growth undermined by HIV/AIDs, armed conflict, weak governance

6 The Global EFA Challenge Resource needs for all countries to reach UPC (between US$5.6 and 10 billion per year for all developing countries) Resource needs for all countries to reach UPC (between US$5.6 and 10 billion per year for all developing countries) UK has pledged 15 billion $ over next ten years UK has pledged 15 billion $ over next ten years

7 The global EKE challenge The global EKE challenge education stimulates economic growth through increased productivity (skilled labor, technical and managerial innovations) education stimulates economic growth through increased productivity (skilled labor, technical and managerial innovations) contributes to poverty reduction and achievement of the MDGs contributes to poverty reduction and achievement of the MDGs increases countries capacity to cope with natural emergencies increases countries capacity to cope with natural emergencies

8 economic development is increasingly linked to a nations ability to acquire and apply knowledge

9 knowledge is a key factor in explaining the difference between poverty and wealth knowledge is a key factor in explaining the difference between poverty and wealth

10 To improve competitiveness and welfare… : Strong human capital base (secondary education, tertiary education, lifelong learning) Strong human capital base (secondary education, tertiary education, lifelong learning) National innovation system (training of graduates and contribution to knowledge generation, adaptation and dissemination) National innovation system (training of graduates and contribution to knowledge generation, adaptation and dissemination)

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12 evolution of Nokia sales

13 knowledge for safety

14 changing education and training needs higher skill levels higher skill levels flexibility to adapt to change flexibility to adapt to change need for continuing education need for continuing education learning to learn and unlearn continuously learning to learn and unlearn continuously

15 changes in job task-skill demands in the USA (1960 – 1998) Source: Autor, Levy, and Murnane (2003) The Skill Content of Recent Technological Change: An Empirical Exploration, Quarterly Journal of Economics.

16 OECD Average PISA results for selected developing countries

17 Education Sector Strategy Update Broadening our Perspective Maximizing our Effectiveness Integrating education into a country-wide perspective Integrating education into a country-wide perspective Applying a sector-wide approach Applying a sector-wide approach Becoming more results-oriented Becoming more results-oriented

18 Integrating Education into a Country Perspective Macro-economic dimensions Macro-economic dimensions Linkages with other sectors (health, water, transport, etc.) Linkages with other sectors (health, water, transport, etc.) Focus on service delivery Focus on service delivery

19 Progress towards one MDG depends on progress achieved on others Some 200 million school years are lost each year as a result of ill health Some 200 million school years are lost each year as a result of ill health iron-replete children performed % better on standardized tests than anemic children iron-replete children performed % better on standardized tests than anemic children Each year Zambia loses half as many teachers as it trains to HIV/AIDS Each year Zambia loses half as many teachers as it trains to HIV/AIDS In Morocco, existence of paved road more than doubles girls attendance at school In Morocco, existence of paved road more than doubles girls attendance at school Mothers who have completed primary education are 50% more likely to immunize their infants Mothers who have completed primary education are 50% more likely to immunize their infants In Africa, access to piped water increased school attendance by 2- 16% by lowering collection time In Africa, access to piped water increased school attendance by 2- 16% by lowering collection time In South America, bringing water and sanitation coverage to 100% would decrease under five mortality due to diarrhea by 22% In South America, bringing water and sanitation coverage to 100% would decrease under five mortality due to diarrhea by 22%

20 Applying a Sector-Wide Approach From pre-school to tertiary education From pre-school to tertiary education Intra-sectoral dimensions Intra-sectoral dimensions Supply and demand factors Supply and demand factors Determinants of quality, equity, efficiency Determinants of quality, equity, efficiency Public-private partnerships Public-private partnerships

% 3% 17% 49% 42% 9% 18% 55% 26% Korea and Senegal: balanced expansion of education attainment? % 0.5% 4% 93% 89% 8% 6% 1% 2%

22 Education for Innovation and Competitiveness To improve growth and welfare:

23 Becoming more Results-Oriented Establishing key outcomes and indicators Establishing key outcomes and indicators Analyzing what drives outcomes Analyzing what drives outcomes Carrying out learning assessments Carrying out learning assessments Systematically engaging in impact evaluation Systematically engaging in impact evaluation Developing sound education information systems (EMIS) with attention to data quality Developing sound education information systems (EMIS) with attention to data quality Using results effectively to reform policy and inform project design Using results effectively to reform policy and inform project design

24 Education Sector Strategy Update ONE SIZE DOES NOT FIT ALL

25 Education Sector Strategy Update THINKING GLOBALLY ACTING LOCALLY

26 The only person who is educated is the one who has learned how to learn…and change Carl Rogers