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

xiv | ACKNOWLEDGMENTS

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
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  • Page 21 and 22: OVERVIEW Learning to realize educat
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    people need a range of skills—cog

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    SPOTLIGHT1 Thebiologyoflearning Res

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    Figure 3.1 Mostgrade6studentsinWest

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    language and cognitive abilities ar

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    Learning assessments of key foundat

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    Heckman, James J., Rodrigo Pinto, a

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    Notes 1. Schönfeld (2017). 2. For

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    SPOTLIGHT 4 Learning about learning

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    5 There is no learning without prep

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    and above and indicates the ability

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    girls. Even beyond building entire

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    Institute for Educational Planning,

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    Figure S6.2 The relationship betwee

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    10 Unhealthy politics drives misali

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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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    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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    Working Paper 21825, National Burea

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    ECO-AUDIT Environmental Benefits St