During 2000 to 2016, the World Bank Group invested $46 billion in education. Over the period of 2000-2015, the share of education in World Bank Group lending has doubled from five percent to about 10 percent, showing the importance of education in the overall portfolio. The World Bank Group’s lending for education for fiscal year 2016 was $3.4 billion, which is the same as the average lending for education over the past 10 years. The World Bank Group’s current active education portfolio is $14.5 billion.
In many countries, World Bank Group funds are also helping to crowd in much larger resources from governments, as well as other development partners, resulting in harmonized education programs and lower transaction costs for governments.
These are some of the World Bank Group’s education results at the country level:
In Bangladesh, incentives rolled out through our Secondary Education Quality and Access Enhancement Project in the poorest 125 sub-districts have included poverty-targeted student stipends, student financial awards for academic performance, remedial support, and better water and sanitation. Secondary enrollment among the poorest children has gone up by a net 27% and the secondary pass rate from 55% (2008) to 85% (2014) in the project areas.
In Bulgaria, nearly 80 percent of the vulnerable children (including ethnic Roma) who received early childhood education under the Bulgaria Social Inclusion project successfully passed the school readiness diagnostic tests, compared to just 40 percent before the start of the project.
With World Bank Group support, Cambodia conducted its first national assessment of the Khmer language for students in 2006 and again in 2009. Results showed that reading levels were very poor. From 2010-2012, Cambodia focused on reading skills in pilot schools. Thousands of students received their own copy of books and thousands of teachers and education officers were also trained in teaching. In 2014, the national assessment showed that almost all Eight Grade students were capable of reading and comprehending text.
In Haiti, from 2012 to 2014, the World Bank Group has financed more than 437,905 school fee waivers for primary students to enable them to enroll in non-public schools. During the 2015-2016 school year, over 132,200 students received daily meals across 430 schools; and 7,200 children in poor rural and previously underserved Haitian communities were able to attend school and receive school kits including learning materials (pens, pencils, notebooks and a backpack) and over 40,000 primary textbooks. In addition, through World Bank Group-administered Global Partnership for Education funding more than 2,800 schools received grants, allowing them to re-open after the 2010 earthquake.
In India, from 2012 to 2015, the massive nationwide Sarva Shiksha Abhiyan program for elementary education reached more than 120 million children across about 1.4 million schools, helping improve the pupil-teacher ratio from 30 students per teacher to 25. During that same period, teacher attendance improved from 75 percent to 85 percent, while the share of professionally trained teachers remained stable, thereby establishing the foundation for improved quality of education. In addition, the ratio of girls to boys enrolled in government schools improved from 1:1 in 2012 to 1:1.03 in 2015.
In Indonesia, more than half a million children aged 0-6 in poor, hard-to-reach districts received early childhood education between 2007 and 2013. Under the Bermutu project (2007-2013), over 1.7 million teachers have acquired the mandated four-year college degree.
In Jamaica, Results-Based Financing has been used in the Jamaica Education Transformation Capacity Building Program, resulting in an improvement in Grade 4 numeracy from 45 percent of students in 2009 to 58 percent in 2014 and Grade 4 literacy from 70 percent to 78 percent. Going forward this approach is also being used to improve school readiness in four-year-olds, through the Early Childhood Development Program benefiting 300,000 young children.
In Kuwait, a competence-based curriculum framework has been developed and approved for general education. Since 2015, curriculum and standards documents have been developed for all subjects for grades one to nine; 141 schools have introduced highly innovative strategic leadership and management; and over 1,000 core professionals have been supported in transformational school based management and reform.
In Nigeria, the World Bank Group supported government efforts to expand access to post-basic education, primarily through the Lagos Eko Project, which was completed in December 2015. Senior secondary school students’ grades in Lagos state surpassed expectations, and the proportion of students obtaining grade B and above in science and technology was more than double the expected result.
In Pakistan, the first country to use Results-Based Financing in an IDA education project, the Second Sindh Education Reform Project has recruited 16,800 teachers through a test, merit and need based recruitment process.
In Vietnam, tuition subsidies were given to more than 8,000 poor students to attend non-public upper secondary schools and professional secondary schools. Using a results-based aid approach, the project linked the payment of a tuition subsidy with student performance. This helped increase access to upper secondary school education and reduce dropout rates among disadvantaged students in 12 provinces.
In West & Central Africa, 19 university-based “Africa Centers of Excellence” were created in seven countries to teach young students science-related subjects that are critical for Africa’s development. These centers are developing homegrown talent to solve pressing developing issues in areas such as crop science, water and sanitation, and communicable disease in a cost efficient way. As of December 2015, there are 2410 regional students enrolled in short-term courses, Masters, and PhD programs.
In Yemen, the World Bank Group implemented the Secondary Education Development for Girls Access Project in five governorates. The Gender Parity Index in secondary education gross enrollment improved from 0.43 to 0.63, and Grade 10 to 12 female students’ retention rate increased from 78.3 percent to 84.5 percent in the project intervention districts. A total of 14,349 teachers were trained in subject modules and 89 female teachers were trained and hired. This encouraged parents to send their daughters to school, especially at the secondary education level. In addition, the project built 43 schools and equipped 50 schools with libraries, and science and computer laboratories. This significantly contributed to create safe and conducive learning environments for both boys and girls.
Last Updated: Sep 15, 2016