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

FIGURE O.15 Coherence and alignment towards learning
Figure O.15 Coherence and alignment toward learning
Politicians
Civil society
Civil Society Orgs.
organizations
Peers/communities
Private sector
Teachers
Learners
LEARNING
School management
Bureaucrats
School
inputs
Judiciary
International actors
Other actors
Source: WDR 2018 team.
• Build on what works, and scale back what doesn’t,
to deliver short-term results that strengthen the
long-term resolve of the coalition for learning.
• Repeat.
The payoff to doing what needs to be done is a
system in which the elements are coherent with each
other and everything aligns with learning (figure O.15).
Increased financing can support this learningfor-all
equilibrium, if the various key actors behave
in ways that show learning matters to them. This is
a big “if” because higher levels of public spending are
not associated statistically with higher completion or
even enrollment rates in countries with weak governance.
125 Ensuring that students learn is even more
challenging, and so there is little correlation between
spending and learning after accounting for national
income. It is easy to see the reason for this because
of the many ways in which financing can leak out—
whether because money never reaches the school,
or because it pays for inputs that don’t affect the
teaching-learning relationship, or because the system
doesn’t prioritize learning for disadvantaged children
and youth. More financing for business as usual will
therefore just lead to the usual outcomes. But where
countries seriously tackle the barriers to learning for
all, spending on education is a critical investment for
development, especially for those countries where
overall spending is currently low, as recent major
studies of global education have emphasized. 126 More
children staying in school longer and learning while
there will undoubtedly require more public financing
for education. An injection of financing—either from
domestic or international sources—can help countries
escape the low-learning trap, if they are willing
to take the other necessary steps laid out here.
Implications for external actors
External actors can reinforce these strategies for
opening the political and technical space for learning.
In the realm of information and metrics, for
example, international actors can fund participation
26 | World Development Report 2018