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This report focuses specifically on policies in the area of student assessment. Papua New Guinea has focused on increasing student learning outcomes by improving the quality of education in the country. An effective student assessment system is an important component of efforts to improve education quality and learningoutcomes because it provides the necessary information to meet stakeholders' decision-makingneeds. In order to gain a better understanding of the strengths and weaknesses of its existing assessment system, Papua New Guinea decided to benchmark thissystem using standardized tools developed under The World Bank's Systems Approach for Better Education Results (SABER) program. SABER is an evidence-based program to help countries systematically examine and strengthen the performance of different aspects of their education systems. The goal of SABER-Student Assessment is to promote stronger assessment systems that contribute to improved education quality and learning for all.

Curriculum --- Decision Making --- Education --- Education For All --- Equity --- Higher Education --- Human Resources --- Literacy --- Measurement --- Primary Education --- Public Examination System --- Quality of Education --- Schools --- Secondary Education --- Teacher Training --- Teachers --- Technical Assistance --- Tertiary Education --- Textbooks --- Universities --- Vocational Schools

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This paper examines the relationship between the type of senior high school attended by Indonesian youth and their subsequent labor market outcomes. This topic is very timely, given the government's recent decision to dramatically expand vocational enrollment. The analysis controls for an unusually rich set of predetermined characteristics, and exploits longitudinal data spanning 14 years to separately identify cohort and age effects. There are four main findings. First, students are sorted into different school types largely on the basis of their entering exam score. Public schools attract the highest-scoring students, while private vocational schools serve the lowest-scoring students. Second, after controlling for a variety of characteristics, including test scores, male public school graduates earn a substantial premium over their privately schooled counterparts. Third, private vocational school graduates fare at least as well as private general graduates, despite coming from more disadvantaged socioeconomic backgrounds. Finally, the returns to public vocational education have declined sharply for the most recent cohort of men. This raises important concerns about the current expansion of public vocational education, and the relevance of the male vocational curriculum in an increasingly service-oriented economy.

Academic education --- Board of directors --- Curriculum --- Education --- Education for All --- Effective Schools and Teachers --- Employment --- Employment outcomes --- High school graduates --- High school level --- High school students --- High schools --- Human development --- Labor force --- Labor Markets --- Literature --- Ministry of education --- Papers --- Primary Education --- Private schools --- Schools --- Secondary Education --- Skilled workers --- Social Protections and Labor --- Social sciences --- Tertiary Education --- Vocational education --- Vocational schools

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The 2003 PISA Korea sample is used to examine the association between within-school ability tracking and mathematics achievement. Estimates of a variety of econometric models reveal that tracking is positively associated with mathematics achievement among females and that this association declines for higher achieving females. No evidence of an association between males and tracking is detected. While this association for females cannot be interpreted as a causal effect, the presence of a measurable association indicates the need for further research on tracking in Korea with a particular focus on gender differences.

Education --- Education For All --- Educational Sciences --- Female students --- Future Research --- Human Development --- Instruction --- Learning --- Learning environment --- Learning outcomes --- Literacy --- Literature --- Ministry of Education --- Papers --- Peer group --- Salary increases --- Schools --- Secondary Education --- Student achievement --- Students in Mathematics --- Teacher --- Teachers --- Teaching and Learning --- Tertiary Education --- Vocational schools

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This report is organized as follows. After this introduction, the second section explains the main data sources used in the study. The third section discusses the relationship between sectoral output growth and employment generation, and presents basic estimates on growth elasticities. The fourth and fifth section presents detailed descriptive analyses on the pattern of employment growth. The sixth section summarizes the findings of an econometric analysis on labor market participation decisions, with a special emphasis on female labor, and the determinants of wages. The author estimate the multi-nominal logical model for labor market participation decisions of men and women living in urban regions for each year since 2000, and estimate the wage equation for 2006 by taking into account the labor market participation decision (the sample selection effect). The last section presents the main findings of the study.

Child Care --- Employment --- Employment Opportunities --- Expenditures --- Health Insurance --- Higher Education --- Household Income --- Household Size --- Human Capital --- Industrialization --- Informal Sector --- Investment In Education --- Labor Market --- Labor Markets --- Labor Policies --- Life Expectancy --- Occupations --- Public Policy --- Retirement --- Rural Population --- Secondary Education --- Skilled Workers --- Social Protections and Labor --- Trade Unions --- Underemployment --- Unemployment --- Urban Areas --- Urban Population --- Urbanization --- Vocational Schools --- Vulnerable Groups --- Workers

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This policy note is a diagnostic of the state of Nigerian skills and human capital. It seeks to understand the kinds and levels of human capital that Nigeria possesses to support its efforts toward economic competitiveness over the next two decades. It also looks at inefficiencies of the Nigerian skills-building system, including the barriers to growth, barriers to sharing prosperity, and presents policy recommendations and actions to overcome these constraints. The policy note offers key insights into the drivers of the labor market, the underlying analysis of why Nigeria has been unable to reduce its poverty rate over time, the jobs landscape, and the drivers, dimensions, and directions for skills development to transform the Nigerian economy. The emphasis is on directions for public sector responsibility and public-private partnerships. The study reinforces the nexus between the jobs and the employability. Finally, it provides the analytical bases and policy and programmatic directions for the government of Nigeria in keeping with the World Bank country partnership strategy (FY2014-17).

Access to Education --- Curriculum --- Distance Learning --- Early Childhood --- Education --- Education For All --- Education For the Knowledge Economy --- Educational Outcomes --- Employment and Unemployment --- Higher Education --- Human Development --- Investment In Education --- Knowledge --- Lifelong Learning --- Literacy --- Primary Education --- Quality of Education --- Quality of Life --- Reading --- Returns to Education --- Sanitation --- School Attendance --- Schools --- Secondary Education --- Skilled Workers --- Skills Development and Labor Force Training --- Social Protections and Labor --- Teachers --- Tertiary Education --- Textbooks --- Universal Primary Education --- Vocational Schools