Brasil só deve dominar Leitura em 260 anos, aponta estudo do Banco Mundial Relatorio Banco Mundial _Learning

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————. 2017. World Development Indicators (database). World Bank, Washington, DC. http://data.worldbank .org/data-catalog/world-development-indicators. World Policy Analysis Center. Various years. Is Education Tuition-Free? (database). World Policy Analysis Center, Fielding School of Public Health, University of California, Los Angeles. http://www.worldpolicycenter.org /policies/is-education-tuition-free/is-beginning-secondary -education-tuition-free. Zachry, Elizabeth M. 2008. “Promising Instructional Reforms in Developmental Education: A Case Study of Three Achieving the Dream Colleges.” With Emily Schneider. MDRC, New York. Zachry, Elizabeth M., and Emily Schneider. 2010. “Building Foundations for Student Readiness: A Review of Rigorous Research and Promising Trends in Developmental Education.” NCPR working paper, National Center for Postsecondary Research, Teachers College, Columbia University, New York. Zachry Rutschow, Elizabeth M., and Emily Schneider. 2011. “Unlocking the Gate: What We Know About Improving Developmental Education.” MDRC, New York, June. Zhao, Chun-Mei, and George D. Kuh. 2004. “Adding Value: Learning Communities and Student Engagement.” Research in Higher Education 45 (2): 115–38. Zuilkowski, Stephanie Simmons, Matthew C. H. Jukes, and Margaret M. Dubeck. 2016. “ ‘I Failed, No Matter How Hard I Tried’: A Mixed-Methods Study of the Role of Achievement in Primary School Dropout in Rural Kenya.” International Journal of Educational Development 50: 100–07. 130 | World Development Report 2018
Teacher skills and motivation both matter (though many education systems act like they don’t) 6 For students to learn, teachers have to teach effectively—but many education systems pay little attention to what teachers know or what they do in the classroom. Focusing on teachers’ skills and motivation can pay off. After prepared and motivated learners, equipped and motivated teachers are the most fundamental ingredient of learning. Teachers are also the largest budget item, with their salaries accounting for over three-quarters of the education budget at the primary level in low- and middle-income countries. 1 Yet many education systems put in classrooms teachers who have little mastery of the subjects they are to teach— especially in classrooms serving poor children. 2 Once in place, most teachers take part in some professional development, but much of it is inconsistent and overly theoretical. Meanwhile, education systems often lack effective mechanisms to mentor and motivate teachers. 3 Such failures can be illuminated through models of human behavior—which also point to solutions (table 6.1). A synthesis of the evidence in these areas reveals three principles that are key to achieving learning success through teachers: • To be effective, teacher training needs to be individually targeted and repeated, with follow-up coaching, often around a specific pedagogical technique. • To avoid learners falling behind to the point where they cannot catch up, teaching needs to be pitched to the level of the student. • Increasing teacher motivation with incentives can increase learning if the incentivized actions are within teachers’ capacity and if the failure to perform those actions has impeded learning. Most teacher training is ineffective, but some approaches work In-service professional development requires significant time and resources. A survey of 38 developed and developing countries found that 91 percent of teachers had participated in professional development in the previous 12 months. 4 Two-thirds of World Bank projects with an education component in the last decade incorporated teacher professional development. Developing countries spend many millions a year to strengthen teachers. 5 But a lot of teacher professional development goes unevaluated—and much of it may be ineffective. One team of teacher training experts in the United States characterized professional development in the country as “episodic, myopic, and often meaningless.” 6 Teacher training in low- and middle-income countries is often short and of low quality. 7 Countries often have many training programs under way at the same time—in some cases dozens—with little to show for them (box 6.1). Though preservice teacher training is important in providing basic skills (box 6.2), evidence on teacher training credentials is mixed. Much of the limited evidence on teacher credentials, generally from highincome countries, indicates they have no or extremely Teacher skills and motivation both matter (though many education systems act like they don’t) | 131
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© 2018 International Bank for Reco
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95 Choose learning metrics based on
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O.6 9 School completion is higher f
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Map B6.3.1 135 Linguistic diversity
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ecause of these shortcomings threat
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xiv | ACKNOWLEDGMENTS The team is g
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xvi | ACKNOWLEDGMENTS Ousmane Dione
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OVERVIEW Learning to realize educat
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OVERVIEW Learning to realize educat
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Figure O.1 Shortfalls in learning s
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Figure O.3 Children from poor house
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Figure O.6 School completion is hig
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Figure O.8 Socioeconomic gaps in co
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methods, and they need to care enou
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often lack the organization, inform
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Figure O.12 Many countries lack inf
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FIGURE O.13 Low-performing countrie
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Figure O.14 It’s more complicated
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overlooked. The evidence on success
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consultations that have tried to br
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in regional learning assessments (s
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75. Duflo, Hanna, and Ryan (2012);
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Research Triangle Park, NC: Centro
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Levitt, Steven D., John A. List, Su
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Adolescents Are Out of School as Ai
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1 Schooling, learning, and the prom
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Box 1.1 Schooling as human capital
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Education promotes economic growth
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Learning and the promise of educati
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people need a range of skills—cog
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Box 1.3 Comparing attainment across
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74. For OECD countries, see Heckman
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Evidence from Kenya.” NBER Workin
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12757, National Bureau of Economic
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2 Thegreatschooling expansion—and
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Figure 2.3 Nationalincomeis correla
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Box 2.1 Accessdenied:Theeffectsoffr
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their brightest child to secondary
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Hanushek, Eric A., and Ludger Woess
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SPOTLIGHT1 Thebiologyoflearning Res
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outcomes. Finally, intense stress o
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Figure 3.1 Mostgrade6studentsinWest
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Box 3.1 Thosewhocan’treadbytheend
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Figure 3.4 Learningoutcomesvarygrea
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meeting global development goals wi
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Page 102 and 103: Box 3.3 Teachersmayperceiveloweffor
Page 104 and 105: 13. UNESCO (2015). 14. Filmer, Hasa
Page 106 and 107: Learning Community of Practice.”
Page 108 and 109: SPOTLIGHT2 Povertyhindersbiological
Page 110 and 111: early childhood interventions that
Page 112 and 113: particularly true in low-income cou
Page 114 and 115: In such contexts, learning metrics
Page 116 and 117: Learning assessments of key foundat
Page 118 and 119: technical challenges. 54 Ex ante li
Page 120 and 121: Heckman, James J., Rodrigo Pinto, a
Page 122 and 123: SPOTLIGHT3 Themultidimensionality o
Page 124: Notes 1. Schönfeld (2017). 2. For
Page 128 and 129: SPOTLIGHT 4 Learning about learning
Page 130 and 131: changes in school leadership, schoo
Page 132 and 133: 5 There is no learning without prep
Page 134 and 135: FIGURE 5.1 It pays to invest in hig
Page 136 and 137: etter cognitive development, more p
Page 138 and 139: Box 5.2 Communities can leverage th
Page 140 and 141: Box 5.3 Providing information on ch
Page 142 and 143: sometimes mattering more than the e
Page 144 and 145: and above and indicates the ability
Page 146 and 147: Carneiro, Pedro, Flavio Cunha, and
Page 148 and 149: from Poor Rural Areas Go to High Sc
Page 152 and 153: Table 6.1 Models of human behavior
Page 154 and 155: Figure 6.1 Only a small fraction of
Page 156 and 157: Box 6.3 Reaching learners in their
Page 158 and 159: comparable, suggesting similarly la
Page 160 and 161: 19. He, Linden, and MacLeod (2008,
Page 162 and 163: Harris-Van Keuren, Christine, and I
Page 164 and 165: Yoon, Kwang Suk, Teresa Duncan, Sil
Page 166 and 167: Table 7.1 Models of human behavior
Page 168 and 169: girls. Even beyond building entire
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Page 172 and 173: from a Randomized Experiment in Ecu
Page 174 and 175: 8 Build on foundations by linking s
Page 176 and 177: on their effectiveness is scant. Ev
Page 178 and 179: or nonprofits with industry-specifi
Page 180 and 181: 16. Aubery, Giles, and Sahn (2017).
Page 182 and 183: Fares, Jean, and Olga Susana Puerto
Page 184 and 185: SPOTLIGHT 5 Technology is changing
Page 186 and 187: All of those skills that help indiv
Page 189 and 190: PART IV Making the system work for
Page 191 and 192: aligned with the overall goal of le
Page 193 and 194: many countries they do not routinel
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Page 197 and 198: Box 9.3 Can private schooling be al
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Institute for Educational Planning,
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SPOTLIGHT 6 Spending more or spendi
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Figure S6.2 The relationship betwee
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public investment. A central elemen
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10 Unhealthy politics drives misali
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Figure 10.1 Contradictory interests
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Box 10.2 How politics can derail le
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Trapped in low-accountability, low-
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Educational Research and Innovation
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11 How to escape low-learning traps
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Box 11.1 Using information to align
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on learning can strengthen incentiv
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Box 11.4 Using “labs” to build
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education systems effectively requi
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Box 11.7 Burundi improved education
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shift aligned funding with new real
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Notes 1. Cassen, McNally, and Vigno
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Working Paper 21825, National Burea
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ECO-AUDIT Environmental Benefits St
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Brasil só deve dominar Leitura em 260 anos, aponta estudo do Banco Mundial Relatorio Banco Mundial _Learning

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