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Eugene R. Black, President of the World Bank, spoke of the record levels for Bank and IDA commitments for economic development projects. More than four-fifths of the amount went to support power and transportation. IDA lent for purposes new to the Bank: municipal water supply, and construction of secondary schools. A new Development Advisory Service operation was created this year. He also discussed IFC's role in improving the economic growth of the less developed countries via stimulation of private capital markets. He spoke of international trade barriers and terms of trade and their role in the capacity to repay debt. He remarked on the choice between bilateral and multilateral aid, and the influence of politics on development choices. He called for more economic objectivity in aid decisions. He also noted the problem of enlargement of IDA's resources for the future. He concluded by saying that Bank is showing how an instrument of international cooperation can bring the world's resources to bear on the problems that are of concern to most of mankind--a kind of burning glass that can kindle the fire of hope even in the most remote and forsaken corners of the earth.

International Development Association --- International Finance Corporation --- School Construction --- Trade Barriers --- Water Supply

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The World Bank is re-engaging in the education sector in Burundi at a time when the country has launched a major reform of its school education system, including the lengthening of the compulsory basic education cycle to 9 years in line with the Sustainable Development Goals. Due to the withdrawal of many donors from the education sector, after the events of 2015, as well as the general fiscal and economic contraction, the gains achieved in the last decade, especially in primary education, might be rapidly eroded. Consequently, a stock-taking exercise was undertaken by the Bank, focusing on four areas identified at the time of the concept note review. This summary report is based on the four pieces of analytical work and is intended to help the World Bank engage with all stakeholders in order to consolidate the recent gains and move the reform forward. In the next fiscal year, the findings from these studies will be used to engage in a broader dialogue and consensus building with the key stakeholders.

Access & Equity in Basic Education --- Education --- Education Finance --- Education For All --- Education Reform --- School Construction --- Teacher Training

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The Philippines has one of the largest public-private partnership programs in education in the world, serving more than 567,500 students who represent almost 9 percent of the 6.5 million high school students in 2009. The Government of the Philippines explicitly recognizes the complementary roles played by public and private schools in the education system. The Education Service Contracting (ESC) program aims to increase access to quality basic education at the secondary level by extending financial assistance from the public budget to 'poor but deserving' elementary school graduates to attend private high schools that have contracted with the government. The ESC program improves school quality, relieves congestion in public high schools, maintains the financial viability of private secondary schools (more than one-third of private secondary school enrollments are supported by the program), keeps the overall costs of public secondary education in check, and encourages households to invest in education.

Class Size --- Curriculum --- Early Childhood --- Early Childhood Education --- Education --- Education For All --- Elementary Education --- Enrollment Rates --- Expenditures --- Primary Education --- Private Education --- Quality of Education --- Research Agenda --- Scholarships --- School Attendance --- School Construction --- Secondary Education --- Teachers --- Textbooks

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This paper looks at the private schooling sector in Pakistan, a country that is seriously behind schedule in achieving the Millennium Development Goals. Using new data, the authors document the phenomenal rise of the private sector in Pakistan and show that an increasing segment of children enrolled in private schools are from rural areas and from middle-class and poorer families. The key element in their rise is their low fees-the average fee of a rural private school in Pakistan is less than a dime a day (Rs.6). They hire predominantly local, female, and moderately educated teachers who have limited alternative opportunities outside the village. Hiring these teachers at low cost allows the savings to be passed on to parents through low fees. This mechanism-the need to hire teachers with a certain demographic profile so that salary costs are minimized-defines the possibility of private schools: where they arise, fees are low. It also defines their limits. Private schools are horizontally constrained in that they arise in villages where there is a pool of secondary educated women. They are also vertically constrained in that they are unlikely to cater to the secondary levels in rural areas, at least until there is an increase in the supply of potential teachers with the required skills and educational levels.

Children --- Education --- Education for All --- Education Reform and Management --- Educational Outcomes --- Effective Schools and Teachers --- Enrollment --- Fees --- Gender --- Gender and Education --- Gender Disparities --- Investment --- Knowledge --- Participation --- Primary Education --- Primary Schools --- Private School --- Private Schooling --- Private Schools --- Rural Areas --- School Construction --- Secondary Education --- Skills --- Teacher Training --- Teachers --- Tertiary Education --- Training Programs --- Women

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Over the last decade, the Government of the Philippines has embarked on an ambitious education reform program to ensure that all Filipinos have the opportunity to obtain the skills that they need to play a full and productive role in society. The government has backed up these reforms, particularly over the last five years, with substantial increases in investment in the education sector. Between 2010 and 2015, spending on basic education increased by 60 percent in real terms, and per student funding levels has increased considerably. Increases in the availability of key inputs have also significantly increased access to basic education. The results showed that the quality of education in the country was low, with only around one-third of elementary and secondary school students being able to reach the lowest international benchmark in mathematics. Recent detailed studies of education spending in the Philippines have confirmed the need for more spending to enable existing schools to meet national education norms and standards. The purpose of this study is to assess the quality of basic education services and the systems used to allocate and manage public education resources. While small-scale qualitative studies have been conducted to look at particular public funding flows, there has been no previous attempt to comprehensively assess the strengths and weaknesses of the systems that manage and govern the use of public education funding. This study aims to fill this gap and to provide detailed evidence on the extent to which these systems are effective in handling key items of public spending. The study also aims to provide a snapshot of the availability and quality of key education inputs at the school level and to evaluate whether these resources are distributed equitably across schools. The outline of the report provides the context of the study and documents recent trends in basic education spending. It also shows in detail how recent spending increases have affected education outcomes. In line with agreements between the study team and key stakeholders while the study was being designed, the findings are presented as a series of seven policy notes: Policy Note 1: Assessing Systems for Hiring and Deploying Teachers reports on new teacher allocations, hiring processes, and salaries. Policy Note 2: Developing a Proficient and Motivated Teacher Workforce reports on the funds available for and the provision of professional development opportunities for teachers. Policy Note 3: Building Better Learning Environments reports on school infrastructure spending. Policy Note 4: Assessing School-based Management evaluates how well school-based management institutions and processes are working. Policy Note 5: Providing Schools with Adequate Resources to Deliver Quality Education reports on the provision and use of funds to cover school maintenance and operating expenses (MOOE). Policy Note 6: Assessing the Role Played by Local Government in Supporting Basic Education reports on the funding provided for basic education by local governments. Policy Note 7: Understanding the Drivers of Public School Performance and Efficiency examines school efficiency and explores associations between efficiency, performance, and the explanatory factors highlighted in the other policy notes. Finally, a short conclusion draws together the key findings and policy recommendations contained in the separate policy notes.

Access to Education --- Curriculum --- Early Childhood --- Early Childhood Education --- Education --- Education For All --- Educational Attainment --- Educational Outcomes --- Enrollment Rates --- Human Development --- Investment In Education --- Knowledge --- Parent-Teacher Associations --- Primary Education --- Private Education --- Quality of Education --- Returns to Education --- Sanitation --- School Attendance --- School Construction --- Schools --- Secondary Education --- Small Schools --- Student-Teacher Ratio --- Teacher Salaries --- Teacher Training --- Teachers --- Textbooks