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

More documents

Recommendations

Info

xiv | ACKNOWLEDGMENTS The team is grateful for generous support for preparation of the Report provided by the Knowledge for Change Program (KCP, a multidonor Trust Fund) and especially from the governments and development agencies of the following KCP donor countries: Finland, France, and Norway. Background and related research, along with dissemination, are being generously supported by the Bill & Melinda Gates Foundation, Early Learning Partnership Trust Fund, LEGO Foundation, and Nordic Trust Fund. Consultation events attended by government officials, researchers, and civil society organizations were held in Bolivia, Brazil, Canada, China, Côte d’Ivoire, Finland, France, Germany, India, Indonesia, Japan, Kenya, Malaysia, Mexico, Senegal, South Africa, Tanzania, Thailand, Turkey, the United Kingdom, and the United States, with participants drawn from many more countries. The team thanks those who took part in these events for their helpful comments and suggestions. Further information on these events is available at http://www .worldbank.org/wdr2018. Interagency consultations were held with the Association for the Development of Education in Africa (ADEA), Global Development Network (GDN), Global Partnership for Education (GPE), International Commission on Financing Global Education Opportunity (Education Commission), International Monetary Fund (IMF), Organisation for Economic Co-operation and Development (OECD), United Nations Children’s Fund (UNICEF), and United Nations Educational, Scientific, and Cultural Organization (UNESCO). Consultations with bilateral development partners included representatives of the governments of Canada, Finland, Japan, the Republic of Korea, Norway, and Sweden, and of Australia’s Department of Foreign Affairs and Trade (DFAT), the French Development Agency (AFD), German Agency for International Cooperation (GIZ GmbH), German Federal Ministry for Economic Cooperation and Development (BMZ), Japan International Cooperation Agency (JICA), U.K. Department for International Development (DFID), and U.S. Agency for International Development (USAID). The team also held consultations with the advisory board of KCP. The team is grateful to all those who took part in these events. Civil society organizations (CSOs) represented at consultations included, among others, ActionAid, Bill & Melinda Gates Foundation, Education International, Global Campaign for Education, LEGO Foundation, MasterCard Foundation, ONE Campaign, Oxfam, Save the Children, Teach for All, and World Vision. In addition, a diverse group of CSOs participated in a CSO Forum session held during the 2017 World Bank/IMF Spring Meetings and in an e-forum held in March 2017. The team is grateful to these CSOs for their input and useful engagement. Researchers and academics provided helpful feedback at WDR-oriented sessions at the 2016 Research on Improving Systems of Education (RISE) Conference at Oxford University, 2017 meetings of the Allied Social Sciences Associations (ASSA), 2017 meetings of the Society for Research on Education Effectiveness (SREE), 2017 Mexico Conference on Political Economy of Education, and 2017 meeting of the Systems Approach for Better Education Results (SABER) Advisory Panel. In addition, events dedicated to the WDR were organized by the Aga Khan Foundation and Global Affairs Canada in Ottawa; Brookings Center for Universal Education in Washington, DC; Columbia School of International and Public Affairs and Cornell University in New York; Development Policy Forum of GIZ GmbH, on behalf of BMZ, in Berlin; JICA in Tokyo; Université Félix Houphouët-Boigny in Abidjan; and USAID in Washington, DC. This Report draws on background papers prepared by Violeta Arancibia, Felipe Barrera- Osorio, Tessa Bold, Pierre de Galbert, Louise Fox, Dileni Gunewardena, James Habyarimana, Michael Handel, Anuradha Joshi, Kanishka Kacker, Michelle Kaffenberger, Upaasna Kaul, Elizabeth M. King, Gayle Martin, Eema Masood, Ezequiel Molina, Sebastián Monroy- Taborda, Kate Moriarty, Anna Popova, Lant Pritchett, Christophe Rockmore, Andrew Rosser, María Laura Sánchez Puerta, Priyam Saraf, M. Najeeb Shafiq, Brian Stacy, Jakob Svensson, Namrata Tognatta, Robert Toutkoushian, Michael Trucano, Waly Wane, Tim Williams, and Attiya Zaidi.
The team drew on the analysis, research, and literature reviews of researchers and specialists from across the world. In addition, the team would like to thank the following for their feedback and suggestions: Christine Adick, Ben Ansell, Manos Antoninis, Caridad Araujo, David Archer, Belinda Archibong, Monazza Aslam, Girindre Beeharry, Penelope Bender, Peter Bergman, Raquel Bernal, Robert Birch, Tarsald Brautaset, Barbara Bruns, Annika Calov, Michael Clemens, Luis Crouch, Rohen d’Aiglepierre, Rossieli Soares da Silva, Momar Dieng, Rob Doble, Amy Jo Dowd, Margaret Dubeck, Sandra Dworack, Alex Eble, Marcel Fafchamps, John Floreta, Eli Friedman, Akihiro Fushimi, Paul Gertler, Rachel Glennerster, Paul Glewwe, Amber Gove, Oliver Haas, James Habyarimana, Jeffrey Hammer, Michael Handel, Christoph Hansert, Blanca Heredia, Sam Hickey, Veronika Hilber, Arja-Sisko Holappa, Naomi Hossain, Huang Xiaoting, Ali Inam, Dhir Jhingran, Emmanuel Jimenez, Maciej Jubowski, Ravi Kanbur, Cheikh Kane, Jouni Kangasniemi, Devesh Kapur, Vishnu Karki, Nina Kataja, Venita Kaul, Kim Kerr, Elizabeth M. King, Kenneth King, Geeta Kingdon, Eiji Kozuka, Michael Kremer, K. P. Krishnan, Kazuo Kuroda, Elina Lehtomäki, Henry Levin, Brian Levy, Krystelle Lochard, Karen Macours, Lu Mai, Akshay Mangla, M. A. Mannan, Santhosh Mathew, Imran Matin, Jordan Matsudaira, Karthik Muralidharan, Essa Chanie Mussa, Charles Nelson III, Aromie Noe, Munaz Ahmed Noor, Mario Novelli, Mead Over, Jan Pakulski, Benjamin Piper, Lant Pritchett, Ritva Reinikka, Risto Rinne, Jo Ritzen, Francisco Rivera Batiz, John Rogers, Caine Rolleston, Andrew Rosser, David Sahn, Justin Sandefur, Yasuyuki Sawada, Andreas Schleicher, Ben Ross Schneider, Dorothea Schonfeld, Olaf Seim, Abhijeet Singh, David Skinner, William Smith, Prachi Srivastava, Liesbet Steer, R. Subrahmanyam, Sudarno Sumarto, Jan Svejnar, Jakob Svensson, Soubhy Tawil, Valerie Tessio, Auli Toom, Miguel Urqiola, Jouni Välijärvi, Olli Vesterinen, Joseph Wales, Libing Wang, Michael Ward, Kevin Watkins, Mark Wenz, Yang Po, Khair Mohamad Yusof, and Andrew Zeitlin. Team members also drew heavily on their own experiences and interactions with the many dedicated educators, administrators, and policy makers who work in often difficult conditions to provide students with the best educational opportunities possible. A number of World Bank colleagues provided insightful comments, feedback, and collaboration: Junaid Ahmad, Omar Arias, Nina Arnhold, Ana Belver, Hana Brixi, James Brumby, Pedro Cerdan Infantes, Marie-Hélène Cloutier, Aline Coudouel, Amit Dar, Jishnu Das, Amanda Epstein Devercelli, Gregory Elacqua, Emanuela Galasso, Diana Hincapie, Alaka Holla, Peter Holland, Sachiko Kataoka, Stuti Khemani, Igor Kheyfets, Kenneth King, Eva Kloeve, Steve Knack, Xiaoyan Liang, Toby Linden, Oni Lusk-Stover, Francisco Marmolejo, Yasuhiko Matsuda, Julie McLaughlin, Muna Meky, Ezequiel Molina, Caitlin Moss, Matiullah Noori, Anna Olefir, Owen Ozier, Andrew Ragatz, Vijayendra Rao, Dan Rogger, Audrey Sacks, María Laura Sánchez Puerta, Indhira Santos, William Seitz, Shabnam Sinha, Lars Sondergaard, Dewi Susanti, Christopher Thomas, Michael Trucano, Adam Wagstaff, and Melanie Walker. The team would also like to thank the World Bank colleagues who helped organize and facilitate consultations and advised on translations: Gabriela Geraldes Bastos, Paolo Belli, Moussa Blimpo, Andreas Blom, Leandro Costa, Oumou Coulibaly, Meaza Zerihun Demissie, Safaa El-Kogali, Tazeen Fasih, Ning Fu, Elena Glinskaya, Marek Hanusch, Pimon Iamsripong, Susiana Iskandar, Nalin Jena, Hamoud Abdel Wedoud Kamil, Adriane Landwehr, Dilaka Lathapipat, Khady Fall Lo, Norman Loayza, André Loureiro, Hope Nanshemeza, Mademba Ndiaye, Koichi Omori, Azedine Ouerghi, Tigran Shmis, Taleb Ould Sid’ahmed, Lars Sondergaard, Dewi Susanti, Yasusuke Tsukagoshi, and Michael Woolcock. In addition, the team is grateful to the many World Bank colleagues who provided written comments during the formal Bankwide review process: Cristian Aedo, Inga Afanasieva, Ahmad Ahsan, Edouard Al Dahdah, Umbreen Arif, Nina Arnhold, Anna Autio, Arup Banerji, Elena Bardasi, Sajitha Bashir, Ana Belver, Raja Bentaouet Kattan, Luis Benveniste, Moussa Blimpo, Erik Bloom, Vica Bogaerts, Susan Caceres, César Calderón, Ted Haoquan Chu, Punam Chuhan-Pole, Fernando Ramirez Cortes, Michael Crawford, Laisa Daza, Bénédicte de la Brière, Gabriel Demombynes, Shanta Devarajan, Sangeeta Dey, Ousmane Diagana, ACKNOWLEDGMENTS | xv
Page 6 and 7: © 2018 International Bank for Reco
Page 8 and 9: 95 Choose learning metrics based on
Page 10 and 11: O.6 9 School completion is higher f
Page 12 and 13: Map B6.3.1 135 Linguistic diversity
Page 14 and 15: ecause of these shortcomings threat
Page 18 and 19: xvi | ACKNOWLEDGMENTS Ousmane Dione
Page 21 and 22: OVERVIEW Learning to realize educat
Page 23 and 24: OVERVIEW Learning to realize educat
Page 25 and 26: Figure O.1 Shortfalls in learning s
Page 27 and 28: Figure O.3 Children from poor house
Page 29 and 30: Figure O.6 School completion is hig
Page 31 and 32: Figure O.8 Socioeconomic gaps in co
Page 33 and 34: methods, and they need to care enou
Page 35 and 36: often lack the organization, inform
Page 37 and 38: Figure O.12 Many countries lack inf
Page 39 and 40: FIGURE O.13 Low-performing countrie
Page 41 and 42: Figure O.14 It’s more complicated
Page 43 and 44: overlooked. The evidence on success
Page 45 and 46: consultations that have tried to br
Page 47 and 48: in regional learning assessments (s
Page 49 and 50: 75. Duflo, Hanna, and Ryan (2012);
Page 51 and 52: Research Triangle Park, NC: Centro
Page 53 and 54: Levitt, Steven D., John A. List, Su
Page 55: Adolescents Are Out of School as Ai
Page 58 and 59: 1 Schooling, learning, and the prom
Page 60 and 61: Box 1.1 Schooling as human capital
Page 62 and 63: Education promotes economic growth
Page 64 and 65: Learning and the promise of educati
Page 66 and 67:
people need a range of skills—cog
Page 68 and 69:
Box 1.3 Comparing attainment across
Page 70 and 71:
74. For OECD countries, see Heckman
Page 72 and 73:
Evidence from Kenya.” NBER Workin
Page 74:
12757, National Bureau of Economic
Page 78 and 79:
2 Thegreatschooling expansion—and
Page 80 and 81:
Figure 2.3 Nationalincomeis correla
Page 82 and 83:
Box 2.1 Accessdenied:Theeffectsoffr
Page 84 and 85:
their brightest child to secondary
Page 86 and 87:
Hanushek, Eric A., and Ludger Woess
Page 88 and 89:
SPOTLIGHT1 Thebiologyoflearning Res
Page 90 and 91:
outcomes. Finally, intense stress o
Page 92 and 93:
Figure 3.1 Mostgrade6studentsinWest
Page 94 and 95:
Box 3.1 Thosewhocan’treadbytheend
Page 96 and 97:
Figure 3.4 Learningoutcomesvarygrea
Page 98 and 99:
meeting global development goals wi
Page 100 and 101:
language and cognitive abilities ar
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 150 and 151:
————. 2017. World Developme
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
Page 170 and 171:
Pradesh, India, providing community
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
Page 195 and 196:
thinking, the curriculum alone will
Page 197 and 198:
Box 9.3 Can private schooling be al
Page 199 and 200:
financial support in anticipation o
Page 201 and 202:
Institute for Educational Planning,
Page 203 and 204:
SPOTLIGHT 6 Spending more or spendi
Page 205 and 206:
Figure S6.2 The relationship betwee
Page 207 and 208:
public investment. A central elemen
Page 209 and 210:
10 Unhealthy politics drives misali
Page 211 and 212:
Figure 10.1 Contradictory interests
Page 213 and 214:
Box 10.2 How politics can derail le
Page 215 and 216:
Trapped in low-accountability, low-
Page 217 and 218:
Educational Research and Innovation
Page 219 and 220:
11 How to escape low-learning traps
Page 221 and 222:
Box 11.1 Using information to align
Page 223 and 224:
on learning can strengthen incentiv
Page 225 and 226:
Box 11.4 Using “labs” to build
Page 227 and 228:
education systems effectively requi
Page 229 and 230:
Box 11.7 Burundi improved education
Page 231 and 232:
shift aligned funding with new real
Page 233 and 234:
Notes 1. Cassen, McNally, and Vigno
Page 235 and 236:
Working Paper 21825, National Burea
Page 238:
ECO-AUDIT Environmental Benefits St
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?