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Tanzania became one of the first low-income countries to abolish fees for lower secondary education (grades 8-12) in 2015. One of the pledges of a new, reformist government, the policy built on the country's previous experience of abolishing primary fees in 2002. The new Fee-Free Basic Education Policy (FFBEP) extended the abolition of formal fees to lower secondary education, and prohibited both primary and lower secondary schools from levying informal fees, such as for inspections. The introduction of FFBEP has already enabled a large increase in the proportion of students entering primary school, and the proportion transitioning to secondary level. Over the next few years more than a million additional lower secondary places will be required to meet the increase in demand. This rapid expansion of lower secondary education is a boon for access and an important step for Tanzania to achieve its goal of attaining middle-income status by 2025. However, such a pace of expansion poses a significant fiscal challenge. Careful planning is required at this stage to develop a model of lower secondary education which can be scaled up in a sustainable way. In partnership with the government of Tanzania, the authors have developed a simulation model to estimate the fiscal impacts of various policy parameters with relevance to the implementation of FFBEP at lower secondary level. The findings presented in this note are based on the simulation tool developed for use by the government.

Education --- Education Finance --- Education For All

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Evidence on the impacts of many teacher policies remains insufficient and scattered, and the impact of many reforms depends on specific design features. In addition, teacher policies can have very different impacts, depending on the context and other education policies in place. Systems approach for better education results (SABER) - teachers, aims to help fill this gap by collecting, analyzing, synthesizing, and disseminating comprehensive information on teacher policies in primary- and secondary-education systems around the world. SABER - teachers collects data on 10 core teacher policy areas to offer a comprehensive, descriptive overview of the teacher policies that are in place in each participating education system. To offer informed policy guidance, SABER - teachers analyzes the information collected to assess the extent to which the teacher policies of an education system are aligned with policies shown by research evidence to have a positive effect on student achievement. This report presents results of the application of SABER - teachers in Morocco. It describes Morocco's performance for each of the eight teacher policy goals, alongside comparative information from education systems that have consistently scored high results in international student achievement tests and have participated in SABER - teachers.

Economics of Education --- Education --- Education Finance --- Education Reform --- Teacher Training

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Focus on Performance - World Bank Support to Higher Education in Latvia. Volume 1: System-Level Funding Since 2013, the World Bank has supported the Latvian government through a succession of advisory work focusing on performance at different levels of the higher education sector. This publication focuses on the development of a performance-based, system-level funding model for the higher education sector in Latvia and consists of three reports: i) Higher Education Financing in Latvia: Analysis of Strengths and Weaknesses; ii) Assessment of Current Funding Model's "Strategic Fit" with Higher Education Policy Objectives; and iii) Higher Education Financing in Latvia: Final Report. Volume 2: Internal Funding and Governance Since 2013, the World Bank has supported the Latvian government through a succession of advisory work focusing on performance at different levels of the higher education sector. This publication focuses on the analysis of university-internal higher education funding and governance, followed changes at the system-level funding model. It consists of three reports: i) International Trends and Good Practices in Higher Education Internal Funding and Governance; ii) Internal Funding and Governance in Latvian Higher Education Institutions: Status Quo Report; and iii) Internal Funding and Governance in Latvian Higher Education Institutions: Recommendations.. Volume 3: Academic Careers Since 2013, the World Bank has supported the Latvian government through a succession of advisory work focusing on performance at different levels of the higher education sector. This publication focuses on the analysis of the doctorate and human resource policies and on improving academic careers. It consists of three reports: i) Academic Careers: Learning From Good International Practice; ii) Academic Careers In Latvia: Status Quo Report; iii) Academic Careers In Latvia: Recommendations.

Economics of Education --- Education --- Education Finance --- Higher Education --- Tertiary Education

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This report estimates the cost of educating refugee children in the countries in which they currently reside. The cohort-average annual cost of providing education to all refugee students in low, lower-middle and upper-middle income host countries is 4.85 billion US Dollars. A sensitivityanalysis, relaxing model assumptions, suggests the estimate lies in the range of 4.44 billion and 5.11 billion US Dollars. The total financing envelope required to provide K-12 years of education over a 13-year period to 2032 is 63 billion. As data on the impact of COVID-19's (coronavirus)impact on education costs and public expenditure is still evolving, this paper provides a pre-COVID-19 baseline for the estimated costs of educating all refugee children. The Global Compact on Refugees (GCR) has placed enhanced responsibility-sharing at the center of the international refugee protection agenda. It commits stakeholders to specific measures to achieve that goal, including a proposal to measure their contributions. Thisrequires a standardized and transparent methodology, developed through a participatory process, that can be used across all host countries; and provides the motivation for this work. The report is cognizant of the fact that education in emergencies is not only a humanitarian crisis but also a development crisis with large numbers of refugee children spending their whole education life cycle in displaced settings. These environments are often already stretched to deliver quality education services. Eighty-five percent of the world's displaced persons are hosted in low and lower middle-income countries. Where refugees are concentrated in border or rural regions, inclusive education systems can direct resources to previously underserved areas in host countries. Inclusive national education systems promote a streamlined response to the large influx of refugees by building resilient systems with benefits for refugees and host communities alike. It creates a framework for the international community to harmonize efforts and share the collective burden and responsibility of refugee education. The costing methodology developed in this report is based on the key premise that refugee education is embedded in the host country education system, facing the same cost drivers and efficiency and quality constraints. This implies that refugee students receive an education that is "no better, no worse" than host country students in terms of teacher quality, school infrastructure, access to learning materials and other inputs. It starts with the public unit cost of education in each country for each level of education. Refugee education coefficients are then added to the unit costs to provide education services essential to the integration ofrefugees into national systems. These services include accelerated learning programmes, psychosocial support, support in the language of instruction, teacher training in refugee inclusiveness and so on. In addition, given the historical levels of low investment in earlychildhood education (ECE), this paper adds an ECE coefficient to primary public unit costs to estimate pre-primary costs for each country. While this paper uses uniform coefficients acrossall countries, these are likely to vary based on the local context.

Education --- Education Finance --- Educational Institutions and Facilities --- Poverty Reduction

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This education sector public expenditure review (PER) aims to respond to policy questions on the mind of the Jordanian Ministry of Education (MOE) using data readily available to the Ministry as well as common analytical techniques. Despite impressive achievements in terms of access to education, policymakers in Jordan are keenly aware of the relatively low student learning outcomes in the country. This PER uses available MOE Education Management Information System (EMIS) and Ministry of Finance (MOF) budget data, in addition to other readily available sources of data, to shed light on the performance of the Jordanian education system and address policymakers' concerns. The EMIS currently includes data by school on numbers of teachers and students; physical attributes such as land area, buildings, and classrooms; in addition to the school's geographic location, type, and supervising authority. The present EMIS therefore allows for relatively detailed analysis of the Jordanian schooling system, as will be shown in this report. However, the EMIS also entails shortcomings, as it does not allow for calculation of repetition and drop-out rates, for example, nor does it include any school financial data. The present report begins by describing the achievements as well as shortcomings of Jordan's education system (Section two); Section three describes the current education learning environment, including some detail on the basic system attributes of school size, class size, and student-teacher ratio; Section four then turns to public education spending and its allocation across capital and recurrent spending, as well as the costs associated with the Syrian crisis; Section five hones in on teacher compensation in particular, given its large share in spending; and Section six provides resulting recommendations and international good practice for policymakers' consideration.

Economics of Education --- Education --- Education Finance --- Primary Education --- Secondary Education