During the period 2000 to 2015, the World Bank invested US$40 billion in education. Over the period 2000-2015, the share of education in World Bank lending has doubled from 5 percent to about 10 percent, showing the importance of education in the overall portfolio.
The World Bank’s lending for education for fiscal year 2015 was US$4.3 billion, as compared to an average of US$3.3 billion a year over the past 10 years. The Bank’s current active education portfolio is US$14 billion. In many countries, World Bank 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’s education results at the country level:
In the three Ebola-affected countries (Guinea, Liberia and Sierra Leone), approximately 18,365 schools are benefiting from World Bank support as they reopen after the crisis.
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 India, 78% of public school teachers working in elementary schools are now receiving improved in-service training, up from 50% in 2012. Under the Third Elementary Education Project in 2014, girls’ enrolment rose to over 48%. In addition, 85% of schools now have separate toilets for boys and girls, up from 72% in 2012.
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 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 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 Haiti, the World Bank has financed more than 390,000 school fee waivers for primary students for over four years to enable them to enroll in non-public schools, provided more than 320,000 daily meals reaching about 84,000 students per year in public and non-public schools, trained almost 2,700 primary teachers, and supported rural communities in opening 61 community-led public schools in rural, previously undeserved regions of the country serving over 5,000 students. In addition, through World Bank-administered Global Partnership for Education funding more than 2,800 schools received grants, allowing them to re-open after the 2010 earthquake.
In Nigeria, the World Bank 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 Bangladesh, program interventions which have financing linked to measureable targets – have led to the primary level completion rate from 55% in 2011 to 79% today and are expected to enhance learning levels over the next few years.
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.
In West & Central Africa, 19 “Africa Centers of Excellence” are supported at universities in 7 countries on science-related subjects that are critical for Africa’s development, e.g. crop science, water and sanitation engineering, communicable diseases, among others. These centers serve students from the entire sub-region, helping achieve cost efficiency.
Last Updated: Sep 22, 2015