Title Ready to Learn (South Asia Development Forum)
Subtitle Before School, In School, and Beyond School in South Asia
Author Tara Béteille, Namrata Tognatta, Michelle Riboud, Shinsaku Nomura, Yashodhan Ghorpade
ISBN 9781464813276
List price USD 45.00
Price outside India Available on Request
Original price
Binding Paperback
No of pages 386
Book size 178 x 254 mm
Publishing year 2020
Original publisher The World Bank
Published in India by .
Exclusive distributors Viva Books Private Limited
Sales territory India, Sri Lanka, Bangladesh, Pakistan, Nepal, .
Status New Arrival
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According to a new study, over 35 million school-age children in South Asia are not in school today. Another 20 million children are “learning poor,” in that they cannot read and comprehend an age-appropriate paragraph. And more than 40 million youths (ages 15—29) in the region are not in education, employment, or training. Together these statistics represent the unfulfilled potential of human capital.

To improve, South Asia’s education systems must focus on three critically important principles. First, countries must give all children a head start through adequate and effective investments in early childhood development. Second, countries must adopt an outcome-oriented approach and align education systems at every level toward learning. Third, countries should leverage the region’s untapped resources—women, information and communication technology, and nonstate players—to strengthen their education systems.

Ready to Learn: Before School, In School, and Beyond School in South Asia presents the latest data on education in the region and documents key innovations that have improved system performance. It also discusses the challenges faced by South Asia’s education system and makes recommendations for improving outcomes, based on innovations in the region and beyond. The report covers the entire spectrum of education, from early childhood development to skills training and higher education, including several chapters on teachers and principals.

Ready to Learn is a timely resource for the region, providing policy and decision makers with strategic advice on how to make their education systems more agile, effective, and equitable—and ready for the future.




About the Authors


Overview • Celebrating South Asia’s Successes • Outlining South Asia’s Challenges • How Can South Asia Do Better? Overarching Principles • From Principles to Action: Sector-Specific Recommendations • Outline of the Report • Notes • References


Part I: Education In The South Asian Context

Chapter 1. Is South Asia’s Education System Preparing Young People to Succeed? • Access to Education Has Improved Considerably • Student Learning Outcomes in School Are Weak, but Learning Assessments Need Improvement to Pinpoint Why • A Certificate, Diploma, or Graduate Degree May Not Bestow Much-Needed Skills • What Factors Explain Low Learning Levels? • How Can South Asia Do Better on Access and Measuring Outcomes? • Notes • References

Spotlight 1. Access to Basic Education in Afghanistan and Bangladesh • Gender Gap • Government Efforts to Expand Access to Education • Challenges: Equity, Quality, and Monitoring • Notes • References

Chapter 2. Public Financing of Education in South Asia • The Structure of Public Financing in South Asia • Are South Asian Countries Spending Adequately on Education and Skills? • Education Spending by Functional Classification • Is Education Spending in South Asia Efficient? • Equity of Public Spending on Education in South Asia • How Can South Asia Do Better on Public Finance? • Notes • References

Spotlight 2. Use of Information and Communication Technologies in Education • Factors Contributing to the Successful Integration of Technology • Realizing the Potential of Technology Tools in Education • References


Part II: Early Childhood Development In South Asia

Chapter 3. Investing in Early Childhood Development in South Asia Is Crucial • Early Childhood Development in South Asia • Policy Environment and Service Delivery Models of Early Childhood Development in South Asia • Early Childhood Development from Birth to Preschool • Nutrition and Health Interventions • Responsive Parenting, Early Stimulation, and Parental Knowledge • Preprimary Education • Quality of Preprimary Education in South Asia • How Can South Asia Do Better on Early Childhood Development? • Notes • References


Part III: Improving Teacher Effectiveness In South Asia

Chapter 4. South Asia Has Too Few Effective Teachers • Why Teachers Matter, and What Do Effective Teachers Do? • Teachers in South Asia Have Inadequate Conceptual and Teaching Skills • Weak Professional Norms Make Teaching a Second-Class Profession • Note • References

Chapter 5. Managing the Quality of Teaching in South Asia Has Been Difficult • The Dramatic Expansion in Schooling Has Been Accompanied by a Large Expansion in the Teaching Workforce in Many Countries • Rapid Schooling Expansion Increased the Supply of Qualified Teachers but Not the Quality of Teachers • Salaries and Benefits Are Good, but Only for Some Teachers, and Are Not Tied to Performance • Notes • References

Chapter 6. Are South Asia’s Teachers Prepared to Teach? Pre-Service and In-Service Training • A Rapid Increase in Pre-Service Programs of Inadequate Quality, with Few Links to Universities and Research • Weak Governance of Pre-Service Education Programs Underlies Poor Quality • In-Service Professional Development Programs Could Compensate for Some of the Deficits of Pre-Service Training But Suffer from Their Own Shortcomings • Notes • References

Chapter 7. School Principals Find It Difficult to Support Teachers • Principals Can Play a Key Role in Improving School Outcomes • Who Are South Asia’s Principals? • Principals in South Asia Multitask, Leaving Little Time to Support Teachers • Private School Principals Differ from Public School Principals in Some Respects, But Outcomes Are Not Much Better • Notes • References

Chapter 8. How Can South Asia Do Better on Teacher Policy and Practice? • Make Teaching an Attractive Profession • Manage the Teacher System Carefully • Prepare Teachers before They Enter the Classroom • Mentor Teachers and Upgrade Their Skills Throughout Their Career • Strengthen School Leadership • Notes • References

Spotlight 3. Leveraging Private Schools in South Asia • Notes • References

Part IV: Skills For Jobs In South Asia

Chapter 9. Growing Interest in Skills Development in South Asia • The Main Features of Skills Development Systems in South Asia • Reasons for the Growing Interest in Skills Development in South Asia • Notes • References

Spotlight 4. Twenty-First-Century Skills: A Shift in Learning Goals in South Asia? • Note • References

Chapter 10. Skills Development Strategies Are Promising, but What about Results? • Recent Changes in Skills Development Strategies • What Have We Learned about the Results So Far? • Notes • References

Chapter 11. How Can South Asia Do Better on Skills Development? • What Factors Are Slowing Progress? • What Is Most Important to Do Next? • Notes • References


Part V: Higher Education In South Asia

Chapter 12. Higher Education in South Asia: Rapidly Growing, Diverse, and Unequal • A Diverse System with a Complex Governance Arrangement • Enormous Growth in Student Numbers • Quality in Supply and Outcomes Has Not Kept Pace with the Increase in Demand • Will Poor People Benefit from Growth? • Notes • References

Spotlight 5. What Will It Take to Internationalize Higher Education in South Asia? • What Is the Internationalization of Higher Education? • Stirrings of Cross-Border Internationalization in South Asia—with Some Signs of Progress • Internationalization at Home—an Unexplored Agenda • Notes • References

Chapter 13. Managing the Complexity and Growth of the Higher Education System Requires Strong Governance • Governing the Rapidly Expanding Higher Education System Will Be a Challenge for Governments in South Asia • Too Much External Control Has Weakened Internal Governance • An Inefficient Affiliation System Hampers College Autonomy • Weak Quality Assurance Systems Hamper Accountability • Poor Targeting of Financial Aid and Little Support for First-Generation College Students Makes Leveling the Playing Field Difficult • Notes • References

Chapter 14. How Can South Asia Do Better in Higher Education? • Toward a More Efficient Higher Education System • Improving the Quality of Higher Education • Tools to Meaningfully Expand Opportunity for All Students to Access Higher Education • Notes • References

Chapter 15. How Can South Asia Do Better? • Political Commitment Is Indispensable in Translating Good Principles into Sound Policy • Technical Solutions Reflecting Good Practice Are Essential • Prioritizing by Balancing Quick, Effective Actions with Those Needed to Sustain Impact • References




About the Authors:

Tara Béteille is a Senior Economist in the East Asia Pacific region and leads the World Bank’s Teacher Careers and Professional Development Thematic Group. Tara was part of the core team of World Development Report 2018: Learning to Realize Education’s Promise, and co-authored this book, Ready to Learn, South Asia’s regional report. Addition to the East Asia Pacific team, Tara has also worked in the World Bank’s South Asia education team, the Independent Evaluation Group, the Chief Economist’s Office for South Asia, and the Caribbean education team. Tara’s research focuses on the political economy of teacher labor markets and higher education. She also manages projects on early childhood education, school education, and higher education. Prior to joining the World Bank in 2010, she was a postdoctoral scholar at Stanford University’s Center for Education Policy and Analysis. Tara previously served as a manager at ICICI Bank in India, where she led nonprofit initiatives in education. Tara obtained her PhD from Stanford University, specializing in the economics of education. She also holds masters degrees in economics from the Delhi School of Economics and Stanford University.

Yashodhan Ghorpade is an economist in the Social Protection and Jobs Global Practice at the World Bank. He joined the World Bank as a Young Professional with the Education–South Asia Team in 2016. He holds a PhD in economics from the University of Sussex UK, where his research focused on the microeconomic effects of conflict and natural disasters on households in Pakistan. His research interests include the microeconomic analysis of conflict, household behavior, policy interventions in response to shocks, and child labor. He has previously worked with the International Food Policy Research Institute, the Institute of Development Studies, the ILO International Programme on the Elimination of Child Labour, Oxford Policy Management Ltd., and the India and Myanmar country offices of the World Bank.

Shinsaku Nomura is a Senior Economist in the Education Global Practice at the World Bank. He has worked in countries in the Middle East and North Africa, Sub-Saharan Africa, and South Asia regions. He has managed projects on basic and secondary education, early childhood education, and skills development in Bangladesh, India, and Pakistan. He has also led analytical projects, such as big data labor market analytics, learning assessments, impact evaluations, and economic and financial analyses. He received a PhD in economics from the Graduate School of International Cooperation Studies at Kobe University in Japan.

Michelle Riboud is an economist who started her professional career working in academia, serving at the University of Abidjan, a Spanish research institute; the University of Orleans; and the Institute of Political Studies in Paris, along with a visiting role at the University of Chicago. In 1988, she joined the World Bank, working on education, labor market, and social protection issues, first in Latin America and then the former Soviet Union and South Asia. In her last assignment, she was responsible for analytical work and the lending portfolio in education in Afghanistan, Bangladesh, Bhutan, India, Nepal, Pakistan, and Sri Lanka. She holds a PhD in economics from the University of Paris, and an MA and a PhD in economics from the University of Chicago.

Namrata Tognatta is an Education Specialist in the World Bank’s Education Global Practice. Her areas of focus include higher education, skills development, and designing and implementing projects in school education. Her research includes work on vocational education, college readiness, and the effects of cognitive and noncognitive skills on labor market outcomes. She recently co-authored this book, South Asia’s companion to WDR 2018: Ready to Learn. Namrata obtained her PhD from the University of Pennsylvania, specializing in education policy, and then worked as a lecturer teaching quantitative methods at the university’s School of Social Policy. Previously she worked at the Educational Testing Service, supporting validity research for various tests.

Target Audience:

This book is for the people interested in how to make the education systems of South Asia more effective and ready for the future.

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