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

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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
Page 23 and 24:
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
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 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
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etter cognitive development, more p
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Box 5.2 Communities can leverage th
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Box 5.3 Providing information on ch
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sometimes mattering more than the e
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and above and indicates the ability
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Carneiro, Pedro, Flavio Cunha, and
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from Poor Rural Areas Go to High Sc
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————. 2017. World Developme
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Table 6.1 Models of human behavior
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Figure 6.1 Only a small fraction of
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Box 6.3 Reaching learners in their
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comparable, suggesting similarly la
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19. He, Linden, and MacLeod (2008,
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Harris-Van Keuren, Christine, and I
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Yoon, Kwang Suk, Teresa Duncan, Sil
Page 166 and 167:
Table 7.1 Models of human behavior
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girls. Even beyond building entire
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Pradesh, India, providing community
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from a Randomized Experiment in Ecu
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8 Build on foundations by linking s
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on their effectiveness is scant. Ev
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or nonprofits with industry-specifi
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16. Aubery, Giles, and Sahn (2017).
Page 182 and 183:
Fares, Jean, and Olga Susana Puerto
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SPOTLIGHT 5 Technology is changing
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All of those skills that help indiv
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PART IV Making the system work for
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aligned with the overall goal of le
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many countries they do not routinel
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thinking, the curriculum alone will
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Box 9.3 Can private schooling be al
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financial support in anticipation o
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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
Page 233 and 234:
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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