The FLC hosts education activities aimed at enhancing global and country efforts that pursue systemic and sustained improvements in early childhood, primary, and secondary education—to achieve learning for all. The Bank has a broad and deep portfolio of activities and initiatives that are expected to be reflected in the FLC as it evolves. Here are highlights of selected FLC Anchor trust fund-financed initiatives that are currently operating in many different countries throughout the world.
Provides support for a cohort of countries that demonstrate strong political commitment to tackling Learning Poverty. The model based on sound evidence includes three elements: i) developing the country’s own learning targets; ii) costed investment case for achieving those targets; and iii) support to implementation capacity. It was launched in late 2020 by the World Bank and UNICEF, in partnership with the Bill & Melinda Gates Foundation, U.K.’s Foreign, Commonwealth & Development Office (FCDO), UNESCO’s Institute of Statistics, and USAID. The initial cohort launched with 10 governments that include Brazil (state of Ceará), Ecuador, Kenya, Morocco, Mozambique, Niger, Nigeria (Edo State), Pakistan, Rwanda, and Sierra Leone.
UNESCO, UNICEF, and the World Bank have joined forces to address the massive lack of learning data that exist around the world that preclude many countries from monitoring the quality of their education systems or assessing if their students are learning. The Learning data compact reflects a commitment to ensure that all countries, especially low-income countries, have at least two quality measurements in two grades in two areas by 2030, supporting coordinated efforts to strengthen national assessment systems.
The GEPD collects data in a multi-dimensional dashboard that measures, tracks, and links progress of the key drivers of learning outcomes in basic education around the world at the service delivery, policy, and politics level, with specific attention to their impact on policy dialogue and policy decision making. The dashboard offers timely, cost-effective, comprehensive, and contextualized current information on the main determinants of learning outcomes throughout an education system.
This is a method developed by the United States Agency for International Development (USAID), UNESCO’s Institute for Statistics (UIS) and other partners to link national student assessments to global student learning outcome indicators, including Sustainable Development Goal (SDG) Indicator 4.1.1 (a, b, and c).
Teach is a classroom observation tool developed by the World Bank that provides a window into one of the less explored and more important aspects of a student’s education: what goes on in the classroom. The tool is intended to be used in primary classrooms (grades 1-6) and was designed to help low- and middle-income countries track and improve teaching quality. Coach is an initiative that aims to improve in-service teacher professional development systems by leveraging data on teaching classroom practices to design and implement individualized and/or group coaching and training sessions and workshops, and other approaches, either through in-person, remote, or hybrid modalities.
The EdTech Hub is a global non-profit research partnership sponsored by the United Kingdom’s Foreign, Commonwealth & Development Office (FCDO), Bill & Melinda Gates Foundation and the World Bank to distill and facilitate access to the evidence needed to make decisions about effective uses of technology in education. It provides rigorous research and policy advice on the effective use of digital technologies for developing countries.
The EdTech Policy Academy is a learning initiative designed to provide Education staff, partners (FCDO, EdTech Hub, UNICEF) and client country counterparts with opportunities to deepen knowledge and skills for Edtech, as well as Edtech program implementation, and policy dialogue. The inaugural EdTech Policy Academy, which took place in December 2021, was the first of its kind, and is now being expanded to other thematic areas of education policy including early child-hood education, literacy policy, teachers, education finance, and inclusive education.
The Bangladesh Secondary Education Program is to build back better secondary education system to protect and boost learning post-COVID. The program identifies core focus areas to address COVID-related disruptions and learning losses and improve the overall secondary system. The identification of areas is based on their potential for high-impact in a short period of time, their emergence as urgent areas for support due to COVID-19. Four areas identified for inclusion under FLC include: (i) Protecting and boosting key skills; (ii) Enhancing teacher performance; (iii) Protecting and promoting student retention, especially for girls; and (iv) Supporting evidence and data
