Ready to Learn: Before School, in School, and beyond School in South Asia. South Asia Development Forum

Autor/inn/en	Béteille, Tara; Tognatta, Namrata; Riboud, Michelle; Nomura, Shinsaku; Ghorpade, Yashodhan
Institution	World Bank
Titel	Ready to Learn: Before School, in School, and beyond School in South Asia. South Asia Development Forum
Quelle	(2020), (385 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4648-1327-6
Schlagwörter	Foreign Countries; Access to Education; Readiness; Educational Attainment; Gender Bias; Government Role; Equal Education; Educational Quality; Public Education; Educational Finance; Educational Equity (Finance); Technology Integration; Technology Uses in Education; Early Childhood Education; Child Development; Public Policy; Preschool Education; Nutrition; Child Health; Parenting Skills; Teacher Competencies; Teacher Qualifications; Teacher Salaries; Preservice Teacher Education; Governance; Inservice Teacher Education; Faculty Development; Principals; Administrator Role; Educational Policy; Private Schools; Skill Development; Job Skills; 21st Century Skills; Higher Education; Global Approach; Barriers; Elementary Secondary Education; Asia; Afghanistan; Bangladesh; India; Nepal; Pakistan; Sri Lanka; Maldives; Bhutan + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsabschluss; Bildungsgut; Geschlechterstereotyp; Quality of education; Bildungsqualität; Öffentliche Erziehung; Bildungsfonds; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Early childhood; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Öffentliche Ordnung; Pre-school education; Vorschulerziehung; Ernährung; Lehrkunst; Lehrqualifikation; Lehrerbesoldung; Lehrervergütung; Lehramtsstudiengang; Lehrerausbildung; Educational policy; Financing; Steuerung; Erziehung; Bildungspolitik; Finanzierung; Lehrerfortbildung; Principal; Schulleiter; Politics of education; Private school; Privatschule; Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Globales Denken; Asien; Bangladesch; Indien; Ceylon; Malediven
Abstract	Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6-11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skill-improving opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by non-state actors, private nonprofit and for-profit entities, in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy. (As Provided).
Anmerkungen	World Bank Publications. 1818 H Street NW, Washington, DC 20433. Tel: 202-458-4500; Fax: 202-552-1500; Web site: http://www.worldbank.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01