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

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outcomes. Finally, intense stress or sustained negative emotions—such as those associated with crises or acute deprivation, where multiple stressors coexist— interfere with the brain’s ability to learn, retain, and use information. Extended exposure to stressors is toxic for biological systems, particularly for developing brains, and it may impede disadvantaged children from flourishing in the classroom (see spotlight 2 on the effects of poverty). Consequently, programs that increase the availability of protective factors to shelter children from stress (such as nurturing care from at least one meaningful relationship that teaches children how to cope) can improve not only schooling, but also overall life outcomes. Notes 1. Knudsen (2004). 2. Shonkoff and Phillips (2000). 3. Knudsen and others (2006). 4. Center on the Developing Child (2009). 5. Heckman (2007); Knudsen and others (2006). 6. Hong and Hikosaka (2011). 7. McEwen and Gianaros (2010). 8. Cunha and Heckman (2007); Cunha and others (2006). 9. Guerra, Modecki, and Cunningham (2014). 10. Whitebread and Bingham (2011). 11. Kautz and others (2014). References Center on the Developing Child. 2009. “In Brief: The Science of Early Childhood Development.” Center on the Developing Child, Harvard University, Cambridge, MA. http:// developingchild.harvard.edu/resources/inbrief-science -of-ecd. Cunha, Flavio, and James J. Heckman. 2007. “The Technology of Skill Formation.” American Economic Review 97 (2): 31–47. Cunha, Flavio, James J. Heckman, Lance Lochner, and Dimitriy V. Masterov. 2006. “Interpreting the Evidence on Life Cycle Skill Formation.” In Handbook of the Economics of Education, Vol. 1, edited by Eric A. Hanushek and Finis Welch, 697–812. Handbooks in Economics Series 26. Amsterdam: North-Holland. Guerra, Nancy, Kathryn Modecki, and Wendy Cunningham. 2014. “Developing Social-Emotional Skills for the Labor Market: The Practice Model.” Policy Research Working Paper 7123, World Bank, Washington, DC. Heckman, James J. 2007. “The Economics, Technology, and Neuroscience of Human Capital Formation.” Proceedings of the National Academy of Sciences 104 (33): 13250–55. Hong, Simon, and Okihide Hikosaka. 2011. “Dopamine- Mediated Learning and Switching in Cortico-Striatal Circuit Explain Behavioral Changes in Reinforcement Learning.” Frontiers in Behavioral Neuroscience 5 (15). Kautz, Tim, James J. Heckman, Ron Diris, Bas Ter Weel, and Lex Borghans. 2014. “Fostering and Measuring Skills: Improving Cognitive and Non-cognitive Skills to Promote Lifetime Success.” NBER Working Paper 20749, National Bureau of Economic Research, Cambridge, MA. Knudsen, Eric I. 2004. “Sensitive Periods in the Development of the Brain and Behavior.” Journal of Cognitive Neuroscience 16 (8): 1412–25. Knudsen, Eric I., James J. Heckman, Judy L. Cameron, and Jack P. Shankoff. 2006. “Economic, Neurobiological, and Behavioral Perspectives on Building America’s Future Workforce.” Proceedings of the National Academy of Sciences 103 (27): 10155–62. McEwen, Bruce S., and Peter J. Gianaros. 2010. “Central Role of the Brain in Stress and Adaptation: Links to Socioeconomic Status, Health, and Disease.” Annals of the New York Academy of Sciences 1186 (1): 190–222. Parker, Lawson. 2015. “Neural Network.” Graphic in Yudhijit Bhattacharjee, “Baby Brains: The First Year,” National Geographic, January. http://ngm.nationalgeographic.com/2015 /01/baby-brains/bhattacharjee-text. Shonkoff, Jack P., and Deborah A. Phillips, eds. 2000. From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, DC: National Academies Press. Thompson, Ross A., and Charles A. Nelson. 2001. “Developmental Science and the Media: Early Brain Development.” American Psychologist 56 (1): 5–15. Whitebread, David, and Sue Bingham. 2011. “School Readiness: A Critical Review of Perspectives and Evidence.” TACTYC Occasional Paper 2, Association for the Professional Development of Early Years Educators, University of Cambridge, Cambridge, U.K. 70 | World Development Report 2018
3 Themanyfacesofthe learningcrisis R a b i a Nura,a16-year-oldgirlfromKanoinnorthernNigeria,goestoschooldespite ever-presentthreatsfromBokoHaram.Sheisdeterminedtobecomeadoctor (Smith2014).But37millionAfricanchildrenwilllearnsolittleinschoolthatthey willnotbemuchbetteroffthankidswhoneverattendschool(vanFleet2012). The global schooling expansion hides another statistic: for millions, schooling is not producing enough learning. Learning outcomes in basic education are so low, in so many contexts, that the developing world is facing a learning crisis. In many low-income countries, learning levels are low in an absolute sense, while in many middle-income countries average learning levels remain far behind those in highincome countries. The learning crisis disproportionately affects children from poor households: they are far more likely to leave school without acquiring basic skills like literacy or numeracy. Ultimately, the learning crisis translates into severe shortcomings in the skills of the workforce. For too many, learning isn’t happening In South Africa, 27 percent of 12-year-olds were enrolled in grade 6 but were functionally illiterate; in Zambia that share was 44 percent (Hungi and others 2010). Globally, 125 million children are not acquiring functional literacy or numeracy, even after spending at least four years in school. 1 In Malawi and Zambia in 2012, more than 89 percent of students could not read a single word by the end of grade 2. 2 In Guyana in 2008 (when the most recent data were collected), that share was 29 percent at the start of grade 3. 3 A similar picture emerges for numeracy. In rural India in 2016, less than 28 percent of students in grade 3 could master double-digit subtraction. 4 Emerging data on student achievement show that, for millions, schooling is producing little learning in crucial early grades. 5 Millions complete primary education without acquiring the basic competencies needed for further learning. According to a 2014 regional assessment, among grade 6 students in West and Central Africa, nearly 58 percent are not sufficiently competent in reading or mathematics to continue schooling (figure 3.1). 6 Similarly, the most recently available regional assessment of grade 6 students in southern and East Africa (from 2007) shows that 37 percent are not competent in reading, and more than 60 percent are not competent in mathematics (figure 3.2). 7 This lack of basic competency is systematically lower for students from poorer families. In Honduras, half of the grade 6 students from the poorest quintile scored at the lowest reading competency level in a 2013 regional Latin American assessment; only 7 percent of those from the richest quintile did (figure 3.3). Low-performing education systems are failing to meet their own curriculum standards (box 3.1). The many faces of the learning crisis | 71
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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
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
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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 92 and 93: Figure 3.1 Mostgrade6studentsinWest
Page 94 and 95: Box 3.1 Thosewhocan’treadbytheend
Page 96 and 97: Figure 3.4 Learningoutcomesvarygrea
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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
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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
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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).
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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
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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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