Документы и доклады

Teacher Quality in Cambodia’s Primary Education : Towards Incentivizing Effort, Performance, and Quality Assurance - Initial Findings and Recommendations (Английский)

The report presents key findings and policy recommendations on Cambodia education.

Instruction Time and Student Learning : Can Cambodia Improve Learning Outcomes by Introducing Full-day Lesson Schedules in Primary Schools? - Key Findings : March 2025 (Английский)

This briefing note summarizes the key findings from a study on instruction time in Cambodia’s primary education. Cambodia has made significant progress in improving access to education over the past decades...

Teacher Quality in Cambodia’s Primary Education : Towards Incentivizing Effort, Performance, and Quality Assurance - Key Findings : March 2025 (Английский)

This briefing note summarizes the key findings from a study on teacher quality in Cambodia’s primary education. Cambodia has made significant progress in improving access to education over the past decades...

Instruction Time and Student Learning : Can Cambodia Improve Learning Outcomes by Introducing Full-day Lesson Schedules in Primary Schools? - Main Report : March 2025 (Английский)

Cambodia has made significant progress in improving access to education over the past decades, however learning outcomes have improved only marginally in the past 10 years, raising concerns about the potential...

Argentina - Supporting the Federal Policy for Enhancing Foundational Literacy Project (Английский)

The development objective of Argentina - Supporting the Federal Policy for Enhancing Foundational Literacy Project is to improve foundational learning outcomes in Argentina. The program aims to address...

Confronting the Learning Crisis Lessons from World Bank Support for Basic Education, 2012–22 - An Independent Evaluation (Английский)

Before the COVID-19 pandemic, learning poverty, defined as the share of children younger than 10 years of age who have not achieved minimum reading proficiency, as adjusted by the proportion of children...

Niger Note sur la Situation Economique 2024 : Chapitre Spécial - Investir Dans L'education pour une Croissance Inclusive (Французский)

This 2024 Economic Update for Niger is articulated in two chapters. The first chapter presents the economic and poverty trends observed in the country in 2023 and the outlook from 2024 to 2026. The second...

What Do We Know About the Quality of School Management in Tanzania? : Lessons from a Nationally Representative Sample of Primary Schools (Английский)

A critical ingredient for well-functioning schools that promote student learning is the quality of school management—that is, the actions taken by the school management team to administer and coordinate...

Morocco - Learning Poverty Brief 2024 (Английский)

In low- and middle-income countries, more than half the children cannot read and understand a short age-appropriate text by the end of primary school. This learning crisis threatens countries’ efforts...

Are Short-Term Gains in Learning Outcomes Possible ? Evidence from the Malawi Education Sector Improvement Project (Английский)

This paper presents evidence of the impact of a five-year package of interconnected interventions intended to improve learning environments in eight disadvantaged districts in Malawi. The intervention...

Can Targeted Allocation of Teachers Improve Student Learning Outcomes? Evidence from Malawi (Английский)

Teachers are one of the most important inputs for learning, but in many low-income countries they are poorly distributed between schools. This paper discusses the case of Malawi, which has introduced new...

Learning Loss as a Result of COVID-19 : Evidence from a Longitudinal Survey in Malawi (Английский)

School closures from COVID-19 have resulted in large learning losses, from 0.05 to 0.17 standard deviations in high income countries, equivalent to two to six months of lost learning. However, the extent...

Burkina Faso - Learning Poverty Brief 2024 (Английский)

Learning Poverty shows the extent of the learning crisis by focusing on the share of children who don’t learn to read with comprehension by age 10. Children who are Learning Poor are not able to reach...

Mauritania - Learning Poverty Brief - 2024 (Английский)

Learning Poverty shows the extent of the learning crisis by focusing on the share of children who don’t learn to read with comprehension by age 10. Children who are Learning Poor are not able to reach...

Cote d’Ivoire - Learning Poverty Brief - 2024 (Английский)

Learning Poverty shows the extent of the learning crisis by focusing on the share of children who don’t learn to read with comprehension by age 10. Children who are Learning Poor are not able to reach...

Mali - Learning Poverty Brief - 2024 (Английский)

Learning Poverty shows the extent of the learning crisis by focusing on the share of children who don’t learn to read with comprehension by age 10. Children who are Learning Poor are not able to reach...

Guinea - Learning Poverty Brief - 2024 (Английский)

Learning Poverty shows the extent of the learning crisis by focusing on the share of children who don’t learn to read with comprehension by age 10. Children who are Learning Poor are not able to reach...

Benin - Learning Poverty Brief - 2024 (Английский)

Learning Poverty shows the extent of the learning crisis by focusing on the share of children who don’t learn to read with comprehension by age 10. Children who are Learning Poor are not able to reach...

Niger - Learning Poverty Brief - 2024 (Английский)

Montenegro - Learning Poverty Brief 2024 (Английский)

In low- and middle-income countries, more than half the children cannot read and understand a short age-appropriate text by the end of primary school. This learning crisis threatens countries’ efforts...