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266 WORLD DEVELOPMENT REPORT 2016 Figure 5.9 Even in advanced countries, youth are often unable to think critically and solve problems Share of youth (aged 16–24) scoring below 2 in the Programme for the International Assessment of Adult Competencies in problem solving in technology-rich environments 70 60 50 Percent 40 30 20 10 0 United States Poland Ireland Slovak Republic United Kingdom Japan Denmark Estonia Australia Austria Canada Germany Czech Republic Norway Netherlands Sweden Finland Korea, Rep. Source: Davalos and Santos, forthcoming, based on the OECD Programme for the International Assessment of Adult Competencies (PIAAC) website, http:// www.oecd.org/site/piaac. Data at http://bit.do/WDR2016-Fig5_9. with teaching methods that stimulate and build in critical thinking, problem solving, communication, teamwork, and creativity. The New School model in Colombia (Escuela Nueva, in Spanish) has taken this approach, putting stronger emphasis on group learning and problem solving than on memorization and copying. This model has informed the modernization of the curriculum in many countries: so far, it has been piloted or has been already extended to around 17 countries (box 5.8). 42 Countries like Brazil, Finland, the Republic of Korea, the former Yugoslav Republic of Macedonia, Mexico, Peru, Singapore, and Vietnam are taking actions to foster new economy skills. 43 Despite being a top performer in international student assessments, Finland recently concluded a large reform of its preprimary and basic education curricula. The aims are to develop schools as learning communities and to emphasize the joy of learning and a collaborative atmosphere, as well as promoting student autonomy in studying and in school life. In particular, there will be much focus on general transversal competencies and work across school subjects. The competencies will also be assessed as a part of subject assessment. The emphasis set on collaborative classroom practices will be brought about in multidisciplinary, phenomenon- and project-based studies where several teachers may work with any given number of students simultaneously. 44 Table 5.3 Transitioning countries: A skill development agenda for a modern labor market Priority Higher-order cognitive and socioemotional skills Source: WDR 2016 team. Pillars of an analog policy agenda • Modern curriculum, teaching methods, and assessments with increased emphasis on critical thinking, problem solving, and socioemotional skills (Escuela Nueva model; Republic of Korea; Singapore) • Modernize teacher training in-service and pre-service accordingly How digital technologies can complement • Directly promoting critical thinking, teamwork, problem solving, and creativity (through online games, wikis, hackathons) • Delivery of training in socioemotional skills (grit and mind-set interventions) • Promoting collaboration (virtual exchanges)
NATIONAL PRIORITIES 267 Box 5.8 Building new economy skills: Escuela Nueva in Colombia and Vietnam The Escuela Nueva model started in Colombia in 1976 as an innovation in multigrade teaching, promoting active, participatory, and cooperative learning among primary school students. Today it serves 5 million students in 16 countries, including Brazil, the Dominican Republic, Mexico, the Philippines, Uganda, and Vietnam. The model is based on several innovations for improving teamwork and developing critical thinking. The curriculum is focused on a self-paced and self-directed learning guide. Group learning is facilitated through the use of learning guides that contain interactive exercises. Teachers are trained in group management. Group learning is also fostered by class arrangements and a modified role of teachers as facilitators. Students are seated in clusters of four or five, with teachers guiding, supervising, and evaluating the children in these groups. The school calendar and evaluations are flexible, so that children can meet learning goals at their own pace. Evaluations of the model in Colombia and elsewhere indicate that the program is fostering both cognitive and socioemotional skills. The model improves levels of Spanish and math in the third and fifth grades, as well as selfesteem and the abilities to lead others in group tasks and to work peacefully with others in a team. A recent impact evaluation of Escuela Nueva’s first two years in Vietnam shows that the model helps children learn to work with each other and develop communication and interpersonal skills. Improved cooperative learning skills also enable a student to obtain better results in math. Sources: WDR 2016 team based on Bodewig and others 2014; Colombia Aprende 2015; Forero-Pineda, Escobar-Rodriguez, and Molina 2006; Fundación Escuela Nueva 2015. Singapore has also made large changes to its education system to adapt to the knowledge-based economy. The main change was in 1997, with a move from an efficiency-driven model to an ability-driven model. 45 The efficiency-driven model, an engineer’s vision to education, had a top-down approach in designing, disseminating, and enforcing the national curriculum; streaming students by competency levels to ensure that teachers were dealing with students of similar levels; and creating clear but rigid paths to vocational and tertiary education. While this model produced students who scored high on international math and science tests, it produced students who were not critical thinkers and teachers who were not motivated. 46 Under the new ability-driven model, schools have more autonomy over their curriculum and develop programs to suit their students. More emphasis is placed on project work, introduced from primary education onward, with a move from highstakes examinations to smaller assessments. The government has also emphasized the use of ICT in the curriculum. Whether to streamline teaching new economy skills into the traditional curricula, as in Finland or Peru, or whether to teach them in targeted classes or interventions, as with grit (that is, perseverance in pursuing long-term goals) in FYR Macedonia, is an open debate. Even if taught separately, it is important to reinforce learning these modern skills across subjects. A teacher could give a lecture on history with little class interaction, or could break the class into small groups that would reflect on the reading material, prepare takeaways, and present to the whole class, thus teaching history as well as teamwork, empathy, communication skills, problem solving, self-regulation, and self-esteem. 47 Changes can also include introducing more open-ended questions in home assignments and in tests, more flexible classroom seating arrangements that allow work in groups, having discussions involving the full classroom, and creating spaces in classrooms and schools for collaborative projects. The increased demands on teachers need to be accompanied by modernizing teacher training, both in- and pre-service. Teacher training needs to focus on how to teach curriculum content and on how to impart socioemotional skills. Countries are making progress in improving student assessments, critical for identifying strengths and weaknesses in the education system, designing policy, and strengthening accountability. Yet current assessments typically focus on testing information, facts, or the ability to read or perform math operations. While important foundational skills, these skills are often fairly routine and easily programmable, so
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A World Bank Group Flagship Report
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Contents xiii xv xix Foreword Ackno
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CONTENTS vii Boxes O.1 5 Frequently
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CONTENTS ix O.24 35 Digital safegua
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CONTENTS xi B3.8.1 178 Autocratic g
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Foreword We find ourselves in the m
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Acknowledgments This Report was pre
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ACKNOWLEDGMENTS xvii Karl Chua, Mas
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xx ABBREVIATIONS GDP GIS GNI GPS GS
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xxii ABBREVIATIONS BFA Burkina Faso
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Inclusion Efficiency Innovation
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OVERVIEW 3 Figure O.1 Digital techn
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OVERVIEW 5 Box O.1 Frequently asked
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OVERVIEW 7 Map O.1 The internet is
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OVERVIEW 17 sector is thus challeng
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OVERVIEW 25 governments and citizen
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OVERVIEW 29 as well as higher secur
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OVERVIEW 37 Box O.13 European Union
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OVERVIEW 41 OECD (Organisation for
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HOW THE INTERNET PROMOTES DEVELOPME
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ACCELERATING GROWTH 89 Washington,
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AGRICULTURE 91 Figure F1.1 Introduc
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e-HEALTH 191 Figure F3.1 Sequencing
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