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Learning to realize education's promise.
Every year, the World Bank's World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR-LEARNING to Realize Education's Promise-is the first ever devoted entirely to education. And the time is right: education has long been critical to human w...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor Corporativo: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Washington, D.C. :
International Bank for Recunstruction and Development/The World Bank,
2018.
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| Colección: | World development report.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 1 | 0 | |a Learning to realize education's promise. |
| 264 | 1 | |a Washington, D.C. : |b International Bank for Recunstruction and Development/The World Bank, |c 2018. | |
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| 490 | 1 | |a World development report | |
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| 520 | 3 | |a Every year, the World Bank's World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR-LEARNING to Realize Education's Promise-is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education's promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies-both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden-so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform. | |
| 505 | 0 | |a Cover; Title; Copyright; Contents; Foreword; Acknowledgments; Abbreviations; Overview: Learning to realize education's promise; The three dimensions of the learning crisis; How to realize education's promise: Three policy responses; Learning to realize education's promise; Part I: Education's promise; Chapter 1: Schooling, learning, and the promise of education; Education as freedom; Education improves individual freedoms; Education benefits all of society; Learning and the promise of education | |
| 505 | 8 | |a Part II: The learning crisisChapter 2: The great schooling expansion--and those it has left behind; Most children have access to basic education; Poverty, gender, ethnicity, disability, and location explain most remaining schooling disparities; For poor parents, schooling requires trade-offs; Spotlight 1: The biology of learning; Chapter 3: The many faces of the learning crisis; For too many, learning isn't happening; Poor children learn the least, which hurts them the most; What is causing the learning crisis? | |
| 505 | 8 | |a Spotlight 2: Poverty hinders biological development and undermines learning; Chapter 4: To take learning seriously, start by measuring it; The learning crisis is often hidden--but measurement makes it visible; Measures for learning guide action; Measures of learning spur action; Choose learning metrics based on what the country needs; Will learning metrics narrow the vision for education?; Six tips for effective learning measurement; Spotlight 3: The multidimensionality of skills; Part III: Innovations and evidence for learning | |
| 505 | 8 | |a Spotlight 4: Learning about learning; Chapter 5: There is no learning without prepared, motivated learners; Investing in their early years prepares children for school; Providing demand-side support can get kids to school, but not necessarily to learn; Remedial education can prepare learners for further education and training; Chapter 6: Teacher skills and motivation both matter (though many education systems act like they don't); Most teacher training is ineffective, but some approaches work | |
| 505 | 8 | |a Helping teachers teach to the level of the student has proven effectiveTeacher motivation and incentives make a difference, even with few inputs; Chapter 7: Everything else should strengthen the teacher-learner interaction; Technological interventions increase learning--but only if they enhance the teacher-learner relationship; Other inputs bring learners to school--but promote learning only if they target teaching and learning | |
| 505 | 8 | |a School management and governance are crucial, and involving communities can help overcome incentive problems and information failures--but only if communities have capacity | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Economic development |x Effect of education on. | |
| 650 | 6 | |a Développement économique |x Effets de l'éducation sur. | |
| 650 | 7 | |a BUSINESS & ECONOMICS |x Development |x Economic Development. |2 bisacsh | |
| 650 | 7 | |a Economic development |x Effect of education on |2 fast | |
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