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Remarks delivered by Jim Yong Kim, President of the World Bank Group, discuss equity and learning in education that should be integral to our final push to end extreme poverty by 2030. He speaks about education that also raises productivity in the informal sector and is associated with better health and resilience. He talks about educated women and girls who can be particularly effective agents of socio-economic change. He also talks about the need for development financing and technical expertise to effect radical change in the quality of labor. He highlights about technology that can be used to leapfrog current practices, plugging isolated teachers and students into connected classrooms of the twenty first century. He concludes by saying that education is a public good and a fundamental right is essential to end extreme poverty and boost shared prosperity.

Access & Equity in Basic Education --- Access to Education --- Children --- Developing Countries --- Education --- Education For All --- Gender --- Human Capital --- Literacy --- Primary Education --- Schools --- Teachers --- Universal Primary Education --- Women --- Workers

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The Service Delivery Indicators (SDI) provide a set of metrics for benchmarking service delivery performance in education and health. The overall objective of the indicators is to gauge the quality of service delivery in primary education and basic health services. The indicators enable the identification of gaps and tracking of progress over time and across countries. It is envisaged that the broad availability, high public awareness and a persistent focus on the indicators will mobilize policymakers, citizens, service providers, donors and other stakeholders for action to improve the quality of services and ultimately to improve development outcomes and social welfare. This report presents the findings from the implementation of the Service Delivery Indicators in the Education sector in Tanzania in 2014. Survey implementation was preceded by an extensive consultation with Government and key stakeholders on survey design, sampling, and adaptation of survey instruments. Pre-testing of the survey instruments, enumerator training, and fieldwork took place in 2014. In conclusion, comparing the 2010 and 2014 SDI surveys, one clearly notices that Tanzania has made substantial progress in some areas, but there are still remaining gaps. Also, the achieved progress is from a very low base and there is still quite a bit of room for the Tanzanian education system to deliver quality to its pupils and get them prepared and equipped to face competition in the national, regional, and international labor markets.

Access to Education --- Children --- Curriculum --- Education --- Education For All --- Education Sector Strategy and Lending --- Gender --- Health Education --- Human Development --- Knowledge --- Leadership --- Literacy --- Maps --- Primary Education --- Quality of Education --- Reading --- Sanitation --- Schools --- Teacher Training --- Teachers --- Textbooks --- Universal Primary Education --- Women

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This Country Status Report (CSR) for Liberia is part of an ongoing series of country specific reports being prepared by the World Bank in collaboration with governments and development partners. The series aims to enhance the knowledge base for policy development. This report is intended to help engage a diverse audience on issues and policies in the education sector and to develop a shared vision for the future of Liberia. It is the first sector-wide report produced on the education system in Liberia since the end of the war. A policy options matrix follows the executive summary, which will provide government and partners with guidance on the key priorities to tackle. Besides consolidating information in a policy-relevant manner, this CSR makes a unique contribution to the education knowledge base by documenting not only traditional and basic indicators, such as gross enrollment rates and retention, but also examining the performance of the education system in terms of access, quality, equity, and resource allocation and utilization. The report also includes chapters on education governance and teacher management. This report highlights the country's significant education progress since the end of the 14-year civil war in 2003 and the challenges that need to be addressed.

Access & Equity in Basic Education --- Adult Education --- Class Size --- Curriculum --- Distance Learning --- Education --- Education For All --- Education Reform --- Enrollment Rates --- Higher Education --- Human Development --- Life Expectancy --- Lower Secondary Education --- Primary Education --- Quality of Education --- Reading --- Refugees --- Resources For Education --- Sanitation --- School Attendance --- Small Schools --- Social Development --- Teacher Training --- Teachers --- Textbooks --- Universal Primary Education --- Youth

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This paper analyzes complementarities between different Millennium Development Goals, focusing on child mortality and how it is influenced by progress in the other goals, in particular two goals related to the expansion of female education: universal primary education and gender equality in education. The authors provide evidence from eight Sub-Saharan African countries using two rounds of Demographic and Health Surveys per country and applying a consistent micro-econometric methodology. In contrast to the mixed findings of previous studies, for most countries the findings reveal strong complementarities between mothers' educational achievement and child mortality. Mothers' schooling lifts important demand-side constraints impeding the use of health services. Children of mothers with primary education are much more likely to receive vaccines, a crucial proximate determinant of child survival. In addition, better educated mothers tend to have longer birth intervals, which again increase the chances of child survival. For the variables related to the other goals, for example wealth proxies and access to safe drinking water, the analysis fails to detect significant effects on child mortality, a finding that may be related to data limitations. Finally, the study carries out a set of illustrative simulations to assess the prospects of achieving a reduction by two-thirds in the under-five mortality rate. The findings indicate that some countries, which have been successful in the past, seem to have used their policy space for fast progress in child mortality, for example by extending vaccination coverage. This is the main reason why future achievements will be more difficult and explains why the authors have a fairly pessimistic outlook.

Child labor --- Child mortality --- Child survival --- Development strategies --- Early Child and Children's Health --- Educated mothers --- Female education --- Gender equality --- Health Monitoring and Evaluation --- Health services --- Health, Nutrition and Population --- Household income --- Longer birth intervals --- Millennium development goals --- Mortality rate --- Policy research --- Policy research working paper --- Population growth --- Population Policies --- Progress --- Resource requirements --- Safe drinking water --- Universal primary education --- Vaccines

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Students from low income background often fall behind early on their education journey. Without adequate and timely support to address their learning needs they continue to perform poorly. Eventually the students lagging behind, will keep failing to learn the basic literacy and numeracy skills, and most likely will end up dropping out of school illiterate. The majority of Global Education Partnership (GPE) countries have acknowledged in their education sector plans and strategies the need to address the problem of low learning levels, and of students not going efficiently through the public education system, which has resulted in wastage of financial and human resources. Ideally interventions that aimed to improve learning of low performing students should be included in the framework of a country's educational policies in alignment with other institutional arrangements such as teacher training, curriculum, assessment, available pedagogic materials, instructional time, language of instruction (when applicable), among others. However, many of these countries are yet to draft policies that will specifically focus on helping low performers. Currently, it can be concluded that academic improvements from remedial support may help students to pass the grade or yield fast improvements, however such interventions by themselves may have not been sufficient to raise achievement at adequate levels. Remedial education programs will likely be most effective when included as part of a country's overall strategic plan to deliver quality education for all of its students. Overall, the renewed focus on low performers, many times victims of teacher neglect and other social exclusion experiences, by the means of directing programs and resources to address learning gaps is already a huge step towards achieving learning for all.

Child Labor --- Class Size --- Curriculum --- Curriculum & Instruction --- Disadvantaged Groups --- Education --- Education For All --- Educational Outcomes --- Employment --- Ethnic Minorities --- Higher Education --- Human Resources --- Literacy --- Orphans --- Primary Education --- Quality of Education --- Reading --- Schools --- Secondary Education --- Social Skills --- Teacher Training --- Teaching and Learning --- Textbooks --- Universal Primary Education --- Universities --- Vulnerable Groups --- Youth