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This report finds that in developing countries over the past 15 years, high priority was accorded to increasing enrolments in primary schools, but much less attention was directed to the crucial issue of whether children are learning adequately. The report recommends that countries, the World Bank and development partners give the same emphasis to learning outcomes as to access, so that the world's increasing investments in primary education have a far greater impact on poverty reduction and national development. The World Bank is the largest provider of external financial support to education in developing world. Since 1963, it has transferred about US$36.5 billion for education, over $14 billion of which has been for primary education. Its current lending portfolio consists of about 143 operations in 88 countries amounting to US$8.4 billion. (DIPF/Orig.).

Enhancing the role of private sector partners in education can lead to significant improvements in education service delivery. However, the realization of such benefits depends in great part on the design of the partnership between the public and private sectors, on the overall regulatory framework of the country, and on the governmental capacity to oversee and enforce its contracts with the private sector. Under the right terms, private sector participation in education can increase efficiency, choice, and access to education services, particularly for students who tend to fail in traditional education settings. Private-for-profit schools across the world are already serving a vast range of usersâ€\"from elite families to children in poor communities. Through balanced public-private partnerships (PPPs) in education, governments can leverage the specialized skills offered by private organizations as well as overcome operating restrictions such as salary scales and work rules that limit public sector responses. 'The Role and Impact of Public-Private Partnerships in Education' presents a conceptualization of the issues related to PPPs in education, a detailed review of rigorous evaluations, and guidleines on how to create successful PPPs. The book shows how this approach can facilitate service delivery, lead to additional financing, expand equitable access, and improve learning outcomes. The book also discusses the best way to set up these arrangements in practice. This information will be of particular interest to policymakers, teachers, researchers, and development practitioners.

Contents: The conceptual framework -- Educational outcomes and their impact on labor market outcomes -- Employment outcomes and links to the broader economic context -- Conclusion : how education can improve labor market outcomes.

This review was prepared jointly by the World Bank Group and the World Food Programme (WFP), building on the comparative advantages of both organizations. It examines the evidence base for school feeding programs with the objective of better understanding how to develop and implement effective school feeding programs in two contexts: a productive safety net, as part of the response to the social shocks of the global food, fuel and financial crises, and a fiscally sustainable investment in human capital, as part of long-term global efforts to achieve Education for All and provide social protection to the poor.

Objective To understand the teaching-learning process from the perspective of professors, students, preceptors, managers, and the community through an internship of a specialization course in dentistry in public health, based on the educational strategy of teaching-service-management-community integration within the Unified Health System (SUS). Methodology : A Case Study was carried out with a descriptive and exploratory approach, originating from a pedagogical activity that took place in the territories served by Primary Health Care Services in the city of São Paulo, Brazil. Participants included professors and students from a specialization course in dentistry in public health with training in the SUS, preceptors, managers, and residents from communities where internship activities occurred, thus encompassing all aspects of the teaching-service-management-community integration. The research utilized convenience sampling for participant selection and conducted descriptive analyses of demographic data. Qualitative data were analyzed using thematic content analysis, while quantitative data were processed through descriptive statistical analysis. Results There was little ethnic representation: professors were predominantly white men; students and health professionals were mostly white women; and community residents were mostly white or brown men. It was observed that the collaboration between the education institution, students, and healthcare professionals (preceptors) in practical settings, using strategies such as area recognition, teamwork, and home visits, which are planned before the internship in workshops with preceptors, promotes the integration of teaching-service-management-community for training in public health. Although national health training policies favor this integration, sectoral management remains disconnected from the educational process, as does the community. Conclusion Social inequalities are mirrored in education, and thus ethnic representation can contribute to bridging this gap. In this experience, the success of the integration of teaching-service-management-community resulted from the pedagogical collaboration between the educational institution and healthcare professionals, with management and the community remaining separated as passive subjects in the educational process.

This study seeks to uncover the experiences of Indonesian mothers as they navigate the challenges of supporting their children's education. To achieve this, a total of eight participants, all of whom are highly educated with advanced degrees, were recruited from various university settings. This study aims to analyze and reflect on the experiences of individuals who have helped children with their learning at home. The focus is on using theme analysis to gain a deeper understanding of these experiences. The data was collected through interviews and Focus Group Discussions , and subsequently analyzed using thematic analysis. The results reveal that the mothers employ diverse strategies to support their children's learning, tailoring their approach to the child's educational level. They also engage other individuals, including fathers, grandmothers, older siblings, and tutors, in supporting their children's learning. However, the primary responsibility for aiding their children in their education lies solely with the mothers. The mothers face various challenges when it comes to supporting their children's learning, such as the need to fully grasp the subject matter, adeptly utilize technology, manage physical exhaustion, adapt to different teaching approaches, and find time for mentoring. These mothers are advocating for the enhancement of partnership programs between parents and schools, with the aim of fostering stronger relationships and collaboration.

A Development Emergency: the title of this year's Global Monitoring Report, the sixth in an annual series, could not be more apt. The global economic crisis, the most severe since the Great Depression, is rapidly turning into a human and development crisis. No region is immune. The poor countries are especially vulnerable, as they have the least cushion to withstand events. The crisis, coming on the heels of the food and fuel crises, poses serious threats to their hard-won gains in boosting economic growth and reducing poverty. It is pushing millions back into poverty and putting at risk the very survival of many. The prospect of reaching the Millennium Development Goals (MDGs) by 2015, already a cause for serious concern, now looks even more distant. A global crisis must be met with a global response. The crisis began in the financial markets of developed countries, so the first order of business must be to stabilize these markets and counter the recession that the financial turmoil has triggered. At the same time, strong and urgent actions are needed to counter the impact of the crisis on developing countries and help them restore strong growth while protecting the poor. Global Monitoring Report 2009, prepared jointly by the staff of the World Bank and the International Monetary Fund, provides a development perspective on the global economic crisis. It assesses the impact on developing countries, their growth, poverty reduction, and other MDGs. And it sets out priorities for policy response, both by developing countries themselves and by the international community. This report also focuses on the ways in which the private sector can be better mobilized in support of development goals, especially in the aftermath of the crisis.

Policy Points There need to be sweeping changes to medical school curricula that addresses structural racism in medicine and how to attend to this in medical practice. The Liaison Committee on Medical Education should develop and promulgate specific learning objectives and curricular offerings that require medical schools to teach about structural racism and antiracist medical practice in ways that are robust and standardized. The federal government, through the Health Resources and Services Administration, should prioritize support for antiracism education in medical schools, residency, and continuing medical education in similar ways and with similar effort in scale and scope to its support for primary care, providing technical assistance and grants for programs across the educational spectrum that provide antiracist training. State governments should mandate, as part of continuing education requirements for physicians, 2 or more hours per recertification cycle of antiracist training. Context Since the beginning of COVID‐19 and the rise of social justice movements sparked by the murders of George Floyd and Breonna Taylor in the summer of 2020, many medical schools have made public statements committing themselves to become antiracist institutions. The notions that US society generally, and medicine, are rife with structural racism no longer seems as controversial in the academic community. Challenges remain, however, in how this basic understanding gets translated into medical education practice. Understanding where the profession must go should start with understanding where we currently are. Methods Prior to the events of 2020, in the spring of 2018, we conducted nine key informant interviews to learn about the challenges and best practices from schools deemed to be positive deviants in teaching about structural racism. Findings Our interviews showed that even those schools deemed positive deviants in the amount of teaching done about structural racism faced significant barriers in providing a robust education. Conclusions Significant structural change, perhaps far beyond what most schools consider themselves willing and able to engage in, will be necessary if future US physicians are to fully understand and address structural racism as it affects their profession, their practice, and their patients.

Despite a low enrollment rate in higher education of 3 percent on average, in comparison with 8 percent in countries with comparable levels of development, Francophone African countries are currently facing an immense challenge in terms of numbers. The increased social demand associated with the progress made in universal primary enrollment and the increase in secondary enrollment could cause the student population to grow from 800,000 in 2004 to approximately 2 million in 2015, and to double the coverage. This increase exacerbates the financial problems of higher education institutions and might result in a decline in the quality of training offered. The problem of the relevance of training to labor market requirements has already become quite obvious. The difficulties faced by graduates of tertiary institutions in respect to entry into the modern labor market, which often provides less capacity of systems and, possibly, the revamping of programs to better respond to countries' development needs. In order to better understand the challenges and opportunities facing higher education systems in Francophone Africa, this book takes stock of their situations, highlights the similarities and difference in strategies between countries, and indicates the potential for greater flexibility in order to improve financing as well as the internal and external efficiency of higher education systems. It then uses scenarios of future possible education systems to highlight realistic and sustainable hypotheses for countries. Finally, it proposes policy tools that would enable policy makers and heads of higher education institutions to improve the quality and performance of systems while planning their development.