FY13Technical AssistanceAFRZimbabweZW GPE- Education Plan Development GrantEvent Proceeding DocumentThe primary objective of this non-lending technical assistance (NLTA) was to build institutional capacities for the diagnostic, strategic planning, and performance-based management of the El Salvador STI system. In order to address the themes in the National Plan for Scientific and Technological Development, the VMST developed a policy roadmap for STI which emphasized 5 strategic focus areas in their overall strategic plan: 1. Public goods and strengthening the innovation environment. 2. Research and Innovation Development. 3. Support to Strengthen Business. 4. Innovative Entrepreneurship. 5. Technology diffusion and adoption. Hirshberg,Susan E.FY13Economic and Sector WorkAFRSouth AfricaZA-Closing Skills and Technology GapReportThis study provided technical assistance in initiating a comprehensive multi-sector analysis (MSA) under the auspices of the title “Closing the Skills and Technology Gap in South Africa”. The MSA investigated the country’s capacity and ability to produce the knowledge and skills required to support AsgiSA, social development and competitiveness. It also provided detailed knowledge towards the operationalization of the HRDS-SA.. The strategic scope of the MSA was guided by three analytical/conceptual themes: i. The capacity of national systems to respond to changing human capital requirements fueled by South Africa’s economic and social development needs, as well as the need to remain globally competitive; ii. The quality and supply of human capital; and iii. Equity and HCD opportunities.Dulvy,Elizabeth NinanFY13Technical AssistanceMNAYemen, Republic ofYemen SABER WfDAdvisory Services DocumentThe development objective of this activity was to identify the key challenges and relevant policy responses to ensuring successful workforce development (WfD) in the MENA region. This objective was achieved through implementation of the SABER-WfD benchmarking tool in several MENA countries resulting in country reports; a multi-country synthesis report summarizing individual country experiences; and a regional conference to report on findings. The regional report was attempted to identify the central policy issues and challenges in WfD that are not just relevant to every country in MENA but that also have the potential for developing a regional agenda and partnerships for WfD.Miyajima,TomomiFY13Technical AssistanceMNAWest Bank and GazaWest Bank and Gaza SABER WfDAdvisory Services DocumentThe development objective of this activity was to identify the key challenges and relevant policy responses to ensuring successful workforce development (WfD) in the MENA region. This objective was achieved through implementation of the SABER-WfD benchmarking tool in several MENA countries resulting in country reports; a multi-country synthesis report summarizing individual country experiences; and a regional conference to report on findings. The regional report was attempted to identify the central policy issues and challenges in WfD that are not just relevant to every country in MENA but that also have the potential for developing a regional agenda and partnerships for WfD.Koettl - Brodmann,StefanieFY13Economic and Sector WorkLCRUruguayUY - One laptop per ChildReportThe purpose of this study was to develop a demand driven research agenda to address the questions and challenges that CITS and other practitioners in the region are facing with regard to the incorporation of information and communication technologies into the education systems.Hawkins,Robert J.FY13Technical AssistanceECAUkraineUkraine Education BOOSTAdvisory Services DocumentThis activity supported the continuation of the dialogue in the education sector. The technical assistance focused on three tasks: (i)creation of a BOOST (i.e. a single, line-item database of Ukraine's governmental budgets and expenditures from 2002 to 2010 for education); (ii) illustrative analysis of efficiency of spending, across time and across localities (using education data as an example). (iii) capacity building of MOE, MOF and Treasury officials on the BOOST by providing training sessions.Olefir,AnnaFY13Economic and Sector WorkAFRUgandaUG Strengthening School Based ManagementReportThis task was focused in strengthening School Based Management for Quality Education in Uganda. Key issues addressed by the AAA include: 1. Participation in school governance in Uganda, 2. School autonomy/decision making, 3. Information for accountability, and 4. School organization for learning.Mulindwa,InnocentFY13Economic and Sector WorkAFRUgandaUG Improving Learning in UgandaReportThis task was focused on improving learning in Uganda. Community led school feeding practices in Uganda and issues for consideration by Government were considered. Specific activities that were undertaken in the course of this analytical work include: Document reviews of policy and other national documents on school feeding in Uganda, Commissioning of sample survey conducted in 11 districts of Uganda, Data processing and analysis, Report writing – a complete approved report exists, Receiving feedback from Government on the draft report for incorporation in the final report, and Dissemination through brief notes for different audiences. Mulindwa,InnocentFY13Technical AssistanceSARIndiaTVET reform in West BengalAdvisory Services DocumentThe Technical Assistance (TA) comprised of four components in consonance with four major themes emerging from the need for TVET reform in the state. Component 1: Policy, Institutional and Governance Structure for TVET in West Bengal. Component 2: Performance of Training Providers Under this component, the structure, functioning and performance of training providers, especially Industrial Training Institutes, Polytechnics and Vocational Training Centers in the public and private sectors. Component 3: Demand for and Supply of Skills in West Bengal Under. Component 4: Role of the Private Sector in TVET in West Bengal Moving forward. Jena,NalinFY13Economic and Sector WorkSARBangladeshBD: Education Sector ReviewReportThis task included five policy notes documenting empirically sound policy relevant analysis in key areas of education development and filling key knowledge gaps. A concerted effort was made to bring out the key findings and policy implications from empirical evidence. Considerable effort of the review was dedicated to understanding where Bangladesh is with respect to the education prerequisites for a future middle income country.Vawda,Ayesha Y.FY13Economic and Sector WorkMNAMiddle East and North AfricaRegional Study on Teacher PoliciesReportIn close collaboration with the HDNED team, the study (i) collected essential data on various aspects of education systems, teacher policies, incentives and governance mechanisms in MENA countries; (ii) evaluated relevant policies and reforms through selected case studies in the region; and (iii) facilitated knowledge sharing and strengthening regional partnership by holding regional dissemination and learning events.Braham,KamelFY13Technical AssistanceMNATunisiaTN-SABER WfDAdvisory Services DocumentThe development objective of this activity was to identify the key challenges and relevant policy responses to ensuring successful workforce development (WfD) in the MENA region. This objective was achieved through implementation of the SABER-WfD benchmarking tool in several MENA countries resulting in country reports; a multi-country synthesis report summarizing individual country experiences; and a regional conference to report on findings. The regional report was attempted to identify the central policy issues and challenges in WfD that are not just relevant to every country in MENA but that also have the potential for developing a regional agenda and partnerships for WfD.Braham,KamelFY13Economic and Sector WorkOTHWorldTertiary Education EquityPolicy NoteThis activity studied the scope of equity issues in tertiary education, understanding the determinants of inequality, and proposing policy options to reduce inequity.Marmolejo,FranciscoFY13Economic and Sector WorkEAPIndonesiaTeacher Reform in IndonesiaNot assignedThe focus of this activity was on quality of the pre-reform and post-reform teachers in the system; the promotion of higher standards for teachers through improved processes of recruitment, teacher education, certification, remuneration and other incentives, ongoing professional development, professional support, and promotion/progression; and the impact of these actions both on teacher behavior and knowledge, student achievement, and the system’s financing and efficiency. Based on this framework, the book examined the reform effort in terms of five major areas: (1) the quality of existing teachers at the beginning of the reform, (2) the pre-service process, including recruitment and teacher education, (3) in-service training, professional support, and assessment, (4) teaching practices and what actually takes place in the classroom, and (5) the implications of the reform in terms of the financing and efficiency of the system. Al-Samarrai,SamerFY13Technical AssistanceLCREl SalvadorSV Innovation System Capacity SupportAdvisory Services DocumentThe primary objective of this non-lending technical assistance (NLTA) was to build institutional capacities for the diagnostic, strategic planning, and performance-based management of the El Salvador STI system. In order to address the themes in the National Plan for Scientific and Technological Development, the VMST developed a policy roadmap for STI which emphasizes 5 strategic focus areas in their overall strategic plan: Public goods and strengthening the innovation environment, Research and Innovation Development, Support to Strengthen Business Innovation, Innovative Entrepreneurship, and Technology diffusion and adoption.Hawkins,Robert J.FY13Technical AssistanceAFRAfricaStudy Tour to learn PBA in ChileEvent Proceeding DocumentThis task conducted a study tour in Chile to learn about the development and implementation of performance-based financing agreement (PBA), in which tertiary education institutions (TEI) receive disbursements contingent upon their performance measured against agreed targets. Tomita,RyokoFY13Economic and Sector WorkAFRSouth SudanSouth Sudan Tertiary Education ReportReportThis task undertook three interventions in the short term: (i) preparing a higher education sector report that examines the status of universities in terms of enrolments, faculty, governance, financing, and quality assurance; (ii) providing technical assistance to bolster the institutional capacity of the universities in identified areas (e.g., quality assurance; planning, and financial management) and (iii) exposing higher education authorities and staff to international experiences of the development of higher education, particularly in post-conflict countries. Fasih,TazeenFY13Economic and Sector WorkAFRSenegalSN: Skills for job creat&competitivenessReportThis task produced an analytical report with suggested recommendations. Rather than developing additional surveys, the section reviewed and exploited the results of the numerous already existing studies. It summarized what is known about the demand for specific skills in the formal and informal sectors of the economy in the five targeted growth sectors, and on the basis of that, identified additional studies that may be required to fill the gaps or test further hypotheses. Seck,AtouFY13Economic and Sector WorkAFRSierra LeoneSL-Higher and Tertiary Education (FY12)Policy NoteThe task brought the World Bank together with the Tertiary Education Commission (TEC) of Sierra Leone to assess the status and potential areas for policy reform in the Higher and Tertiary Education Sector. The final product was the first HTE Policy Note in a program of longer term engagement in strategic planning for the HTE Sector. The task analyzed the work of the Higher and Tertiary Education Sector to increase their relevance and quality. The study conducted a general diagnosis of key areas to identify long term strategic goals and possible short term policy measures in which the Ministry of Education, Science and Technology and TEC can realistically engage to begin transforming the sector. Hirshberg,Susan E.FY13Economic and Sector WorkEAPChinaSkills Development in Yunnan ProvinceReportThe task was to conduct an in-depth analysis of the changing demand for skills, identifiy skills gaps and mismatch, and examin the role of formal and non-formal education and training system in supplying relevant and quality skills. Though recognizing the importance of labor market policies and other factors in balancing skill demand and supply, the report mainly focused on the education and training system on the supply side.Liang,XiaoyanFY13Economic and Sector WorkAFRSudanSD:Educa Service Delivery north SudanReportThis activity analyzed the education service delivery and teacher management practices in three states of north Sudan (Blue Nile, Red Sea, and South Kordofan). The study was a follow-on to a similar task undertaken by the Bank in collaboration with the Ministry of General Education (MoGE) in December 2009. The study aimed to inform the policy development process of the MoGE, State ministries, and local government to improve service delivery in basic education.Dulvy,Elizabeth NinanFY13Technical AssistanceEAPEast Asia and PacificSABER Leading Indicators EAP and BeyondAdvisory Services DocumentThis task developed an international benchmarking tool for countries to map their policies and achievements in comparison with others. The main objectives were (1) to develop a tool which shows relationships between inputs and outputs of the system, by which policymakers can identify measures needed to enhance performance, and by which the World Bank and others can evaluate and improve development strategies; and (2) to diagnose system performance at the country level and infer policy guidelines. As we move forward we are developing Leading Indicators in a number of education dimensions that are useful for predicting future educational performance and are amenable to policy change. Patrinos,Harry AnthonyFY13Economic and Sector WorkSARSouth AsiaRegional Study on Education QualityReportThis activity synthesized available evidence from international and regional experiences, including through drawing on impact evaluations of different interventions. The review drew evidence based and context based inferences that can inform policy on what works and can be put to practice into operations. Special attention was given to comparison of cost- effectiveness across different outcomes (enrollment, attendance, and learning) and at identifying which intervention works best for each outcome. Dundar,HalilFY13Technical AssistanceOTHWorldREAD Global (1) Instrument Devlpmnt"How-To" GuidanceThis Technical Assistance (TA) was designed to help the countries in student learning outcomes. Activities relating to the development of guidelines, instruments, methodologies, frameworks, etc. to help countries advance in the area of improving student learning outcomes; the audience/user for these activities is ultimately the country, but via Bank staff. This knowledge was shared with the client countries via regional training workshops.Clarke,Margaret M.FY13Economic and Sector WorkEAPVietnamProgrammatic Skills and Education AAAPolicy NoteThe Programmatic Education Analytical and Advisory Assistance focused on deepening the understanding of inputs and outcomes of the education system in Vietnam. Key areas included: Skills demand and supply measurement to inform curriculum development, and education system assessment. Bodewig,ChristianFY13Economic and Sector WorkECARussian FederationPROF. EDUC & SKILLSReportThis task focused in evaluating the origins of the skills mismatch in the country. It was essential to understand the extent to which the education system, by not providing the necessary level of learning, training and skills, was an obstacle to the development of Russia's economy. Against this background, this World Bank task supported a country level study for the Russian Federation to evaluate to what extent education does not provide skills that are necessary for Russian economic growth. Vasiliev,KirillFY13Technical AssistanceEAPPhilippinesPH-Higher Education TAEvent Proceeding DocumentThis task was carried out over a period of approximately 2 years, with semi-annual workshops bringing together the participants to discuss the findings from the research studies and develop specific policy options to be introduced for public debate and consideration. Government agencies, donors agencies and international partners worked together throughout the process.Parandekar,Suhas D.FY13Technical AssistanceLCRPeruPE RAS JIT Supp to Urb at risk schoolAdvisory Services DocumentThis task consisted of the following activities: a) Preparing a Conceptual Framework to develop the Client’s urban at-risk schools policy emphasizing: socio-emotional well-being of students, positive school climate and leadership, and school-community relations. b) Providing technical assistance in identifying, adapting and developing a Package of Instruments for the evaluation of socio-emotional well-being of students, school climate and leadership, and school-community relations. c) Designing a proposed Training Plan for principals, teachers and tutors in selected urban schools in high-risk contexts. d) Designing a proposed Psycho-pedagogic Support Component for the Client’s urban at-risk schools policy. Kudo,InesFY13Technical AssistanceAFRNigeriaNG- Skills Development in IT and ITESAdvisory Services DocumentThis task aimed to assist Nigeria in developing a knowledge base and the capacity to benefit from the country’s long term commitment to education, focusing on development of ICT skills and tools. The team worked in close collaboration with the Private Sector Development team and with the Global ICT department (GICT) to implement the government’s plan. The task also included analytical work, development of models for skills development and tools for competency assessment; and support piloting of the tools. Materu,Peter NicolasFY13Economic and Sector WorkAFRNigeriaNG-Education and Skills Note (FY13)Not assignedThis task comprehensively reviewed the state of education and worker skills through data analysis of household surveys, institutional analysis, quality of service delivery analysis, and PERs. The activities were organized into a series of programmatic outputs which will span four areas below. Multiple outputs were delivered as separate policy notes and with different timelines, as each of these have individual data base sources. Key analytical program areas: (1) Access and equity. Assessing the status of educational attainment and key gaps (2) Quality of learning and quality of service delivery. (3) Institutional efficiency and accountability. (4) Skills for employability.Adekola,Olatunde AdetoyeseFY13Technical AssistanceAFRAfricaNESAP-ICT Phase IIAdvisory Services DocumentThis task encompassed a multi-year and multi-country technical assistance program. Launched in 2008, this was a part of Bank's effort to support countries in Sub Saharan Africa build skills for knowledge economy. It focused initially on globally-benchmarked, employable skills for the Information Technology (IT) and IT Enabled Services industry. This initiative supported the study examining how local multiparty Open Innovation Platforms (technology hubs) and universities could be linked to drive actions that promote ICT enabled innovation, and also reviewed how local private industry, public sector and NGOs can collaborate to forge a joint innovation process with users and customers.Garcia,Marito H.FY13Economic and Sector WorkSARNepalNepal Report on Human DevelopmentNot assignedThis note provides empirical evidence on the state of the three human development sectors--education, health and social protection. It focuses primarily on the issues of access and equity, and to some extent quality. The discussion on access in the education sector starts by analyzing the progress in net attendance rates, which are aggregate indicators of access. It then looks deeper into the demand and supply sides of access, focusing on indicators like the number of schools, state spending on education, proximity of schools to households, and the cost of schooling. In the context of the health sector, access is analyzed in terms of the time required by households to reach health facilities, the coverage and utilization of a number of health services, and household expenditures on healthcare. The discussion on access to social protection programs focuses on the coverage of social insurance programs, social assistance/safety net programs, in-kind transfer programs and public works program. Bhatta,Saurav DevFY14Economic and Sector WorkAFRBurundiBurundi-Skills Development for GrowthEW/Not assignedThe objective of the Economic and Sector Work (ESW) was to analyze the skills demand and supply for potential growth sectors as well as the informal sector in Burundi. It contributed to the preparation of a skills development strategy in support of Burundi’s growth strategy.Panasco Santos,Cristina IsabelFY13Technical AssistanceMNAMiddle East and North AfricaMENA Regional Work on ECDEvent Proceeding DocumentThis activity presented different models and approaches for ECD based on international best practices in an effort to raise awareness and facilitate knowledge exchange. It delivered through a day-long training to a number of MENA countries at a course on Strategic Choices for Education Reform in Arab Countries to be held in June 2012 in Muscat, Oman. This 9 day course covered various issues in education including a full day workshop on ECDEl-Kogali,Safaa El TayebFY13Economic and Sector WorkAFRLesothoLS-Education and Economic GrowthReportThe study analyzed the role of skills in enhancing economic growth and accelerating poverty reduction in Lesotho. Unemployment remains high and poverty is pervasive. One of the reasons that explain the low employment rates, in particular in the formal sector, is the inadequacy of the skills development system that fails to answer the needs of a changing labor market. The study identifies the factors that limit the ability of the current skills system to respond to the demand for skills in growing economic sectors while assessing its ability to anticipate and respond to future demand for skills. The study includes a strategy to strengthen the link between the skills development system, labor market policies and economic growth, taking into account the sub-regional context of which Lesotho is integrated.Panasco Santos,Cristina IsabelFY13Economic and Sector WorkAFRLiberiaLR-Youth Econ/Soc Resilience (FY13)Not assignedThis task included a multi-sectorial approach to identify policies and interventions that are likely to enhance social and economic resilience of Liberia’s youth. This approach was built on lessons learned in the fields of education, health, social protection, and social development. The activity also intended to inform policy makers how youth vulnerability can be mitigated by multi-sectoral approaches, rather than policies and interventions that operate in silos. Sumerfield,DouglasFY13Economic and Sector WorkAFRLiberiaLR Higher Educ Diagnostics/StrategyNot assignedThis task developed a Higher Education Strategic Plan (HESP) that takes into account national economic development and social cohesion goals. The objective of this program was to (i) produce a Diagnostic Paper on priority issues in higher education, based on rigorous data analysis, and (ii) provide technical assistance to the government’s plan to develop a Higher Education Strategic Plan to prioritize, sequence, and cost higher education interventions.Inoue,KeikoFY13Economic and Sector WorkSARSri LankaLK: Competitive Skills for a MICPolicy NoteThe study approached the challenge of skills development in Sri Lanka from two perspectives: the demand for skills, including the evolving structure of employment and skill competencies needed in the labor market; and the supply of skilled labor, focusing on technical and vocational training, on-the-job-training and traditional apprenticeship programs in both the formal and informal sectors. The study was delivered in three phases. Dundar,HalilFY13Technical AssistanceMNALebanonLebanon Higher Education TAEvent Proceeding DocumentThe objective of this Technical Assistance (TA) was to assist the Lebanese Government in identifying the key governance and financing policy choices that would help in keeping up with the increased demand of higher education, while improving equity, quality and relevance of services provided. Some of the policy goals to which this TA aimed to contribute are the following: Spend resources in a more cost-efficient way. Linking funding to performance can be done through performance-based contracts, competitive funds, or any form of results-based funding. Developing a financing strategy that is carefully designed to achieve a choice of priorities, be it expansion, quality, relevance, or equity, is critical in Lebanon. Developing a national System Vision. Moreno Olmedilla,Juan ManuelFY13Technical AssistanceECASerbiaEducationAdvisory Services DocumentThe Serbia Education Technical Assistance constructed the public expenditure database in the education sector for primary education was used to analyze the available financial and education data, and train the counterparts in the Ministry of Education and Science, as well as in the Ministry of Finance, in using the user-friendly database. Also, the TA supported the MoES on building mechanisms for quality assurance in pre-university education, as well as the Serbia's participation in the Bank's benchmarking initiative - System Approach for Better Education Results (SABER), which focused on school finance and student assessments.Inoue,KeikoFY13Technical AssistanceOTHWorldLearning for All Ministerial MeetingEvent Proceeding DocumentThe Learning for All Ministerial meetings brought together ministers of finance and education from a number of countries that collectively are home to nearly half of the world’s out-of-school children and face significant barriers to achieving the education Millennium Development Goals and the goals of Education for All. Together with leaders from global development partner agencies, the Ministerial discussions focused on concrete steps that accelerate progress toward ensuring that all children can go to school and learn. The Learning for All Ministerial was a country-driven dialogue that aims to add value to existing country plans and processes to improve access and quality of basic education. It marks an important contribution to the UN Secretary-General’s Global Education First Initiative by promoting breakthrough actions in education and rallying actors for the final push to 2015. Occurring alongside the 2013 World Bank – IMF Spring Meetings in Washington DC, the Learning for All Ministerial meetings was co-hosted by the President of the World Bank Group, the United Nations Secretary-General, and the UN Special Envoy for Global Education. Grigera,VeronicaFY13Technical AssistanceECAKazakhstanKZ JERP Education Study TourAdvisory Services DocumentThe objective of this task were: 1 - Strengthening the strategic knowledge-base: i) desk review and synthesis of existing and forthcoming reports of significance; ii) update and deepen the system data in the existing EMTP from across Ministries and data systems; and iii) conduct field surveys on physical status of schools, user fees, governance. Objective 2 - Develop the Plan and its Monitoring Framework for Appraisal: i) training and preparation for consultations, including stakeholders such as teachers, parents, students, teacher unions, etc.; ii) develop a monitoring framework to integrate systems analysis to support education; and iii) provincial and national level stakeholder consultations/workshops with key stakeholders from across ministries, private sector, etc.Inoue,KeikoFY14Economic and Sector WorkEAPCambodiaImproving Teacher Quality in CambodiaEW/Not assignedAt the request of MoEYS, this projects was built on previous studies that addressed issues of teacher quality and supply, as well as education financing (summarized below). The overall objective was to extend this work by helping the government locate gaps between policy and reality in relation to teacher issues and financing. Tandon,PrateekFY13Technical AssistanceEAPEast Asia and PacificKTF - Global HR Forum and EAP WorkshopEvent Proceeding DocumentThe primary objectives of the Global HR Forum and additional workshop for EAP countries were to (1) identify and discuss universal and global challenges inhibiting global prosperity, in particular for the countries in EAP region; (2) gather, discuss and exchange invaluable knowledge to overcome current issues; (3) facilitate human collaboration and promote collective efforts for global harmony and co-prosperity; and (4) learn more about Korean experience in human resource development.Vu,Binh ThanhFY13Economic and Sector WorkAFRKenyaKE-Realizing the Youth DividendReportThe study placed emphasis on the performance of institutions and programs providing skills for the expanding informal sector. It expands knowledge by examining the performance and employment and earning outcomes of training offered by community polytechnics, other public and private training providers and by enterprises. In the latter case, the study closely examined the role played by traditional apprenticeships in the informal sector to highlight where investments might be made to improve the employment outcomes of this training and its impact on the productivity and earnings of those working in the informal sector.Sosale,ShobhanaFY13Technical AssistanceMNAJordanJordan SABER WfDAdvisory Services DocumentThe development objective of this activity was to identify the key challenges and relevant policy responses to ensuring successful workforce development (WfD) in the MENA region. This objective was achieved through implementation of the SABER-WfD benchmarking tool in several MENA countries resulting in country reports; a multi-country synthesis report summarizing individual country experiences; and a regional conference to report on findings. The regional report was attempted to identify the central policy issues and challenges in WfD that are not just relevant to every country in MENA but that also have the potential for developing a regional agenda and partnerships for WfD.Kazem,Amira Mohamed IbrahimFY13Economic and Sector WorkEAPIndonesiaIndonesia Life Long LearningPolicy NoteThis task focused on linking education and training to the job world. This is closely linked to several pressing issues. First, a large share of Indonesian youth is unemployed after they exit the school system. Second, Indonesia needs to meet the increasing demand for skilled workers following the skill-oriented technological change in the knowledge economy. Third, there are still significant disparities in terms of opportunities to acquire and upgrade skills across socioeconomic classes. Without necessary public interventions, the socioeconomic gap will enlarge with the faster changing economy and job world.Chen,DandanFY13Technical AssistanceLCRLatin AmericaImproving Ed Accountability in LACAdvisory Services DocumentThe grant financed the delivery of intensive one-week training courses in multiple Latin American countries. Each course trained at least 40 government and NGO experts to use this audit method. The training was delivered by a team of Bank consultants with prior experience. The training team also supported the government teams in carrying out the first round of audit/data collection, and in analyzing the data and preparing actionable reports of the results to key policymakers.Bruns,BarbaraFY13Economic and Sector WorkECAUzbekistanImproving Early Childhood EducationNot assignedThe Policy Note attempted to (i) provide a diagnostic of the challenges as well as institutional and policy gaps to expand and improve pre-primary education; and (ii) suggest policy options to strengthen pre-primary schooling in Uzbekistan. These policy options are framed within a strategy that include the following pillars: (a) expansion targets; (b) quality standards and a quality assurance framework for public and private provision of pre-primary education; (c) instruments for reaching out to communities, NGOs and the private sector; (d) a clear financing system and adequate budget; and (e) mechanisms to increase parental demand for preprimary school and education.Naqvi,Naveed HassanFY13Economic and Sector WorkAFRBurundiBI--Update of the Ed Status ReportReportThis coordinated effort between the government, and technical and financial partners assisted the Burundian Ministries of Education primarily towards updating and finalizing the Education Sector Plan (ESP) and the Education Simulation Model (ESM) for appraisal and endorsement. In October 2009 the government provisionally endorsed an ESP which had been completed in June 2009, but it needed an update. Sosale,ShobhanaFY13Technical AssistanceECAPolandHuman Capital Development Strategy/LLLAdvisory Services DocumentThis is a one year (FY11) Technical Assistance (TA) project in Poland. This TA supported the Government of Poland in refining, finalizing, and planning the implementation of the draft Human Capital Development Strategy (HCDS) of the Government of Poland by helping identify key actions to be taken by Poland in the area of Life Long Learning until 2020. This will be done through 1. Holding workshops with key experts on key LLL challenges facing Poland. 2. Just in time policy advice through policy notes/memos on specific topics to help finalize the SCHD. 3. Possibly follow up work with the Government of Poland on designing policy tools for translating the recommendations of the HCDS into action. The total cost of the TA is estimated to be USD130,000 in FY12. Counterparts: The Primary client of the TA will be the Strategic Analysis Department of the Chancellery of the Prime Minister in Poland as they are tasked with producing the HCDS and have reached out to the Bank for support.Arnhold,NinaFY13Technical AssistanceECAMacedonia, former Yugoslav Republic ofHIGHER EDUC.Advisory Services DocumentThis activity included development of a data structure/tool for cost per student/ student place (CPS) calculations. c. Development of performance indicators. Based on the Ministry strategic objectives which are starting point for the monitoring of performance and performance-oriented funding, a proposal was drawn up for a performance indicator set. Bassett,Roberta MaleeFY13Technical AssistanceECARussian FederationHD Advisory Services FY13-15Advisory Services DocumentThis activity supported business development and WPA implementation, especially in new and strategic areas of work. The team devised a plan with priorities and focus specific tasks.Nellemann,SorenFY14Economic and Sector WorkAFRSouth SudanA Learning Assessment of the Alternative Education SystemEW/Not assignedBy targetting population aged 12-18 years who have not had a chance to attend and/or complete primary education, the program compressed eight years of primary education into four year program of four levels with intensive and flexible curriculum. Given the large proportion of out of school youth, ALP served as an important vehicle to prepare youth, both for eventual integration into secondary education, and, for the labor market. Jesse,CorneliaFY13Technical AssistanceECARussian FederationFBS Krasnoyarsk TVET development"How-To" GuidanceThe activity brought together the Ministry of Education and Science of Krasnoyarsk krai and the World Bank to carry out mutual cooperation in selected areas including technical and vocational education and training (TVET) reform. The Technical Assistance was focused in developing the regional TVET sector. As the region is implementing innovative initiatives there is a need to increase visibility and attract public attention and discussion on those initiatives. Thus, the initiative included activities to promote and share Krasnoyarsk krai's experience, such as conferences and workshops with participation of international experts and policy makers.Vasiliev,KirillFY13Technical AssistanceMNAEgypt, Arab Republic ofEgypt SABER WfDAdvisory Services DocumentThis task identified the key challenges and relevant policy responses to ensuring successful workforce development (WfD) in the MENA region. This objective was be achieved through implementation of the SABER-WfD benchmarking tool in several MENA countries resulting in country reports; a multi-country synthesis report summarizing individual country experiences; and a regional conference to report on findings. The regional report identified the central policy issues and challenges in WfD that are not just relevant to every country in MENA but that also have the potential for developing a regional agenda and partnerships for WfD. In addition to national governments of the participating countries, the regional report and conference extended its audience to regional institutions and organizations (e.g. ALECSO, ISESCO, employer organizations) as well as international donors working in this field in MENA (ETF, EU, CIDA, USAID, etc.).Kazem,Amira Mohamed IbrahimFY13Economic and Sector WorkECATurkeyEducation StudyNot assignedThis task came up with a Policy Note, which contains the following sections a) A diagnostic of Trends and Patterns of Education. B) A diagnostic on School Governance and Accountability Mechanisms: This assessed governance structures, including teacher governance and school management practice, based on a school survey. The analysis addressed the following questions: What role does the school head play in managing schools? What autonomy do the schools have in making key decisions like spending priorities, teacher workloads, etc.? What role do communities play? Who has the incentive and accountability to improve the individual school's quality and student learning outcomes? This analysis will be complemented by the application of the SABER - School Autonomy and Accountability Scale to classify and benchmark school-based management policies in aimed at increasing autonomy and accountability at the school and system levels in Turkey. The analysis will attempt to address the following questions: What role does the school head play in managing schools? What autonomy do the schools have in making key decisions like spending priorities, teacher workloads, etc.? What role do communities play? Who has the incentive and accountability to improve the individual school's quality and student learning outcomes? Has the School Development Program, implemented as part of Secondary Education Project, produce increased autonomy and better results? What is the support structure in place to help each school in meeting its individual needs?; and c. A diagnostic on Teacher Governance and Management: This will assess current teacher policies, based on a school survey. This analysis was complemented by the application of the SABER - Teachers to document and benchmark teacher policies for public schools in Turkey.Aedo Inostroza,Mario CristianFY13Technical AssistanceMNASaudi ArabiaEducation Sector TAAdvisory Services DocumentThis activity recommended two components. Component 1: Education Indicators. The Education Indicator Project (EIP) aimed to build capacity in establishing a sound information basis for improving the education system. Component 2: Decentralization and Restructuring.El-Kogali,Safaa El TayebFY13Economic and Sector WorkECAArmeniaEducation Sector Policy ReportReportThis study aimed to contribute to the four policy objectives within the STEP framework (i) to ensure that all children are ready to learn (STEP 1); (ii) to build the education system that can provide good quality basic education for all (STEP 2); (iii) to establish a diverse and labor market responsive tertiary education and research system (STEP 3); and (iv) to improve productivity through innovation (STEP4). More specifically, this analytical work aimed to propose policy options through: (i) Tertiary Education and Research: Examining the network of tertiary education institutions and research institutions, university governance, management and academic capacities of higher education institutions, and TEIs-employers partnerships; and (ii) Basic Learning for All: Analyzing the trends in student learning outcomes and the profile of existing teaching force and ECD policies to address the quality and access issues for general education.Kataoka,SachikoFY13Economic and Sector WorkEAPSolomon IslandsEducation and Skills Programmatic AAAPolicy NoteThis initiative advised on development and implementation of a National Human Resource Development Training Plan as a national skills strategy. Close,Stephen DavidFY13Economic and Sector WorkOTHWorldED-Entreprneurship Edu&TrainingDevtReportThe task had two components: Component 1: What makes entrepreneurship programs successful? The objective of this component was to identify the technical and operational dimensions that make entrepreneurship programs successful and develop benchmarking methodologies and tools to assess program performance and effectiveness. Component 2: Development of entrepreneurial skills. The objective of this component is to (a) evaluate the extent and the mechanism through which youth acquire entrepreneurial skills and attitudes. Based on the information collected, the study measures the range of entrepreneurial skills developed over the youth period and group the sample by level of skills and attitudes. Valerio,AlexandriaFY13Technical AssistanceEAPPacific IslandsEarly Grade Reading Assess in Pac RegionAdvisory Services DocumentEPDF funding was used to produce early grade reading assessments in the Pacific region. Initial work was be undertaken in Tonga, Vanuatu, Solomon Islands and Papua New Guinea.Machuca-Sierra,MyrnaFY13Economic and Sector WorkAFRGhanaDemand, Supply of TVET Skills in GhanaNot assignedThe analysis covered the assessment of demand, supply, coordination, financing and policy of skills development in Ghana. The data needed for the analysis was collected as part of the preparation for the Ghana Skills and Technology Development Project. The analysis of social demand is based on secondary analysis of existing data, including education indicators, household survey data. Economic demand analysis is partially based on secondary analysis of existing data including enterprise survey, investment climate survey. In addition, in-depth analysis was carried in sectors that were selected by the Government as strategic priorities, including oil and gas, construction industry, horticulture and livestock and ICT. Analysis of coordination and policy are closely coordinated with COTVET.Darvas,PeterFY13Technical AssistanceLCRColombiaCO Improving Opportunities for EducationAdvisory Services DocumentThis task consisted of (i) a report of the findings of a classroom observation data collection. The report identified the amount of time dedicated to academic activities and benchmark relative to other countries in LAC (ii) peer review and a series of technical workshops to support the Ministry of Education's Secondary School Reform Process (iii) a report reviewing the tertiary education system in Colombia (iv) a report reviewing the tertiary education system in the Department of Antioquia (v) convening activities between officials in the STI Institutions (COLCIENCIAS) and international experts.Cunningham,WendyFY13Technical AssistanceAFRCameroonCM-GPE Education CSR and ESPAdvisory Services DocumentThis activity produced the Education Country Status Report (CSR), which set out the sector education and training sector diagnostics, and served as the analytical basis for the government to prepare an education simulation model, an Education Sector Strategy, a three-year action plan, and the application for financing a time slice of activities to the Global Partnership for Education (GPE). The sector diagnostics and the sector financing simulation model are now serving as the bases for government to develop and finalize its Education Sector Strategy 2012-2020, its three-year action plan, and the GPE financing application. Cameroon is an IDA3 country. Sosale,ShobhanaFY13Economic and Sector WorkLCRChileCL RAS Tertiary EducationNot assignedThe project financed World Bank support to Government efforts (on the legislative and other realms) in the following areas of tertiary education: (i) tuition reference rate system, (ii) quality assurance system, (iii) classification of institutions, (iv) direct financing to institutions, and (v) institutional arrangements. On the basis of Terms of Reference agreed with the Ministry of Education and Finance, the Bank’s technical assistance took the form of up to 5 short, focused policy notes. The notes constitute direct inputs for the law- and policy-making processes, particularly during the next 6 months. Country representatives from strategic countries and the World Bank participated.Crawford,Michael F.FY13Technical AssistanceECACentral AsiaCA Migrant Life-Skills Development"How-To" GuidanceThe activity focused on the following: (i) Life-skills development. (ii) Development of institutional arrangements for employment services. (iii) Strengthening of Technical and Vocational Certification. (iv): Policy analysis and Monitoring and Evaluation. Circular migration from Central Asia (CA) to Russia is a significant phenomenon to the migrants (in late 2000s Russia received more than 1.5 million migrants from CA), and it has high public costs and benefits in the interest of both origin and destination countries. Kataoka,SachikoFY13Economic and Sector WorkSARBhutanBT: Higher Education Subsector NotePolicy NoteThis activity helped finance a third party review of the Royal University of Bhutan (RUB). The policy note focused on the development of a quality assurance and accreditation framework for tertiary education. Even though the process would require analytical work, the ESW was designed with a priority on TA to government to develop and initiate implementation of the quality assurance and accreditation framework. This would assist the RGoB and RUB by looking at the following vis-á -vis government's stated aspirations: - Quality, Relevance, Equity, Financing, Governance framework, and Links to regional and other international HE institutions to support the medium to long term goal of increasing the number of graduates in the country.Dar,AmitFY13Economic and Sector WorkLCRBrazilBR Evidence-basedReportThis task involved: i) continued dissemination of major reports produced by the Brazil education team during FY11 (Achieving World Class Education and Delivering Results for Children in Brazil); ii) continued policy dialogue in education with federal, state and municipal government partners, non-government organizations involved in supporting education, and the private sector; and iii) supporting the design, fundraising and supervision of rigorous impact evaluations of innovative programs and policy reforms in Brazilian education.Bruns,BarbaraFY13Economic and Sector WorkEAPPhilippinesBasic Education PER Phase IIReportThe team attempted to investigate equity related issues as part of the analytical work on quantitative secondary data. Issues such as attitudes of key individuals were studied. The fragmented nature of educational statistical and administrative data in the Philippines was acknowledged as well as the difficulty involved in generating a matched dataset of relevant variables. Parandekar,Suhas D.FY13Economic and Sector WorkEAPIndonesiaAn Agenda for Senior Secondary EducationPolicy NoteThis work focused on building human capital for Indonesia 's "competitiveness". Beyond basic education, Indonesia still lags behind neighboring middle-income countries. This work on senior secondary education targeted the gap in the wide-range of AAA portfolio that Bank's education team has already engaged. Senior secondary education has become an increasingly strategic sector linking primary and higher education, and has attracted a lot of policy debates such as whether senior secondary education should be made "compulsory"; whether further expansion should focus on vocational or general track; or whether private sector collaborations can be strengthenedChen,DandanFY13Economic and Sector WorkSARAfghanistanAF: Higher Education Sector ReviewPolicy NoteThis taks addressed the demands from the Afghanistan Higher Education Sector, through four analytical components: (i) An analysis of access and participation in higher education; (ii) An analysis of quality and relevance of higher education; (iii) An analysis of governance and management; and (iv) An analysis of the economic dimensions of the higher education sector.Aturupane,HarshaFY13Economic and Sector WorkAFRAfrica3A:Education CSR SourcebookPolicy NoteThis activity was done in close collaboration with the UNESCO-Pôle de Dakar, in the support to African countries for preparing education CSRs. Specialists gave special attention to TVET, Higher Education and Literacy/Non Formal sub-sectors while coming up with the CSR sourcebook.Azzi-Huck,KaliopeFY13Technical AssistanceAFRAfrica3A ECD Regional ProgrammeAdvisory Services DocumentThis multi-year, multi-country regional initiative delivered: technical assistance for ECD program policy and program design, technical assistance through ECD leadership training and capacity building, 4th African ECD Conference (FY08) for 40 African countries for ECD policy advocacy and program, 1st African regional ECD workshop (FY09) on policy and program, 2nd regional ECD workshop (FY10) on policy and program, 3rd regional ECD workshop (FY11-12) on policy and program, technical assistance for benchmarking of ECD policies and programs using SABER (System Assessment for Better Education Results) in 19 countries (FY10-FY13).Devercelli,Amanda EpsteinFY14Economic and Sector WorkEAPLao People's Democratic RepublicSchool Based Management StudyEW/Not assignedThe study included: Activity 1) Produce a diagnostic report of education in Lao PDR Activity 2) Map out the various SBM initiation underway in Lao PDR, and the mechanisms for resource flow, management/governance and accountability Activity 3) Analyze possible effects of the current (2011-2012) block grant scheme on a series of outcomes. Activity 4) Identify the risks and challenges associated with current (or past) SBM efforts, as well as those that could hinder the successful adoption of wide-ranging SBM efforts in the country.Regel,OmpornFY14Economic and Sector WorkSARSri LankaEarly Childhood Care and EducationEW/Not assignedThe task included a study to assess the status of various aspects of ECCE in Sri Lanka in various phases. Bhatta,Saurav DevFY14Economic and Sector WorkSARSri LankaSri Lanka Education PEREW/Not assignedThis study was primarily designed to align public spending in ways that can improve service delivery. An education public expenditure analyses was conducted aiming to better understand the link between planning budgeting and output/outcomes in education. In addition, fresh analyses, including of the government budget for recent years, and the latest household income and expenditure surveys and labor force surveys, was also conducted. Aturupane,HarshaFY14Economic and Sector WorkSARNepalNepal Education StudiesEW/Not assignedThe study consisted of an Expenditure Tracking survey. The accountability structures--well defined in Nepali law through the 7th Amendment to the Education Act--provided for successful service delivery by ensuring well aligned incentives for each actor. Bhatta,Saurav DevFY14Economic and Sector WorkECATurkeyImproving Educational Outcomes in TurkeyEW/Not assignedThis analytical effort prepared two outputs: a. International Evidence on School Choice and Transitions between Lower Secondary and Upper Secondary Schools Turkey. b. Quality and Equity in Education Service Provision- Evidence from TIMSS (2011). Naqvi,Naveed HassanFY14Economic and Sector WorkMNAEgypt, Arab Republic ofJoint World Bank - OECD Education Sector Review of Pre University EducationEW/Not assignedThe review examined the status of service delivery on: (i) early childhood education; (ii) teacher policies; (iii) evaluation and assessment; (iv) curriculum; and (iv) technical education. Implementation capacity in each areas was examined in relation to sequencing; capacity to follow through and monitoring; clarity of lines of accountability in managing resources; and consistency of incentives for performance improvement. Abu-Ghaida,Dina N.FY14TA Non-LendLCRBrazilFee-Based Services to the State of São Paulo in Support of Education PPP ProjectAdvisory Services Document (IAR)This activity supported the Client in developing the most appropriate evaluation and risk framework and support the analysis of feasibility studies received under the MIIP process. The three broad activities under the FBS include: (i) scoping to articulate objectives, methodologies, international best practice, and constraints; (ii) analysis of proposals received and support on development of a monitoring and evaluation framework including triggers for disbursement; and (iii) advising on project risk matrix as well as providing forward-looking recommendations on the MIIP process based on lessons learned and international experiences.Hawkins,Robert J.FY14Economic and Sector WorkAFRMalawiHigher Ed Policy NotePolicy NoteThis Economic and Sector Work (ESW) (i) updated existing information in the Country Status Report. Visits to the institutions will be taken on a needs basis; (ii) drafted policy notes with data analysis, costing and justification of recommendations for adoption; and (iii) enhanced capacity in MoEST and Higher Education institutions in analyzing education policy options and strategies for implementation.Meky,Muna SalihFY14Economic and Sector WorkEAPVietnamScience Technology and Innovation ReviewPolicy NoteThis task assessed the status of science and technology and innovation in Vietnam and recommend directions for reform, with an aim to support a more effective science and technology and innovation system conducive to higher productivity, competitiveness and growth The task will be developed jointly with the science and technology directorate of the OECD, as part of a science and technology and innovation assessment on Vietnam.Parandekar,Suhas D.FY14Economic and Sector WorkECAUzbekistanTertiary Education Policy NotePolicy NoteThe policy note analyzed the tertiary education sector in Uzbekistan to better understand its internal dynamics (access, governance, quality and financing); and its relationship with its external clients. Naqvi,Naveed HassanFY14Economic and Sector WorkAFRAfricaText Book Provision in AfricaReportThe study helped answer questions concerning causes of textbook shortages and high costs by developing an instrument that identified root reasons and facilitate policy dialogue among concerned parties on how to ensure that every student has adequate access to affordable textbooks of good quality. Brar,SukhdeepFY14Economic and Sector WorkAFRAfricaAfrica Youth Employment FlagshipReportThe report focused on where the labor force is actually working, and where the majority of new entrants might go. Concretely, with an emphasis in the analysis on farm and non-farm informal sector activities, at the expense of formal-sector, urban jobs, even if the latter are politically more visible.Filmer,Deon P.FY14Economic and Sector WorkEAPVietnamVietnam Development Report 2014 SkillsReportThe report provided an overview of the structure of Vietnam's economy and the implications for skills development. This involved a review of the economic and export structure and their dynamics as well as recent trends in key indicators of competitiveness, productivity and innovation.Bodewig,ChristianFY14Economic and Sector WorkSARPakistanEducation Sector Review (PESR)ReportThe Pakistan Education Sector Review explored topics in education that are expected to be relevant for (1) the government with respect to the design and implementation of policies and programs and (2) the Bank and other development partners for the design of projects and future additional analytical work. Both primary and secondary data sources are used, and include household surveys, school surveys (including teachers and students), standardized achievement tests of children, and spatial databases. Raju,DhushyanthFY14Technical AssistanceLCRColombiaImproving Opportunities for Education IIAdvisory Services Document (IAR)This tasked focused on: Component I: Strengthening the Efficiency of Education; Component II: Reforming the Upper Secondary Education System for Greater Quality and Relevance; and Component III: Strengthening Access to and Quality of the Tertiary Education System Cunningham,WendyFY14Technical AssistanceAFRKenyaIntegrated Educ. Database EFO (FY13)Advisory Services Document (IAR)This project was a coordinated effort to provide consistent, systemic, real-time, quality and relevant education data for the whole sector. Such data are essential to (i) inform interventions for improving schools and the education system as a whole; (ii) enhance accountability for resource allocation and use in the sector; and (iii) improve access and better learning achievements for all learners. Kiringai,Jane WanguiFY14Technical AssistanceAFRMadagascarPrimary Education in Times of CrisisAdvisory Services Document (IAR)This project focused on assessing the impact of the crisis on education outcomes. Furthermore, this assistance also helped the Ministry in the development of targeting mechanisms to improve access and retention for the most vulnerable. Caillaud,FadilaFY14Technical AssistanceAFRSierra LeoneSierra Leone Education Sector StrategyAdvisory Services Document (IAR)The Sierra Leone Education Strategic Plan (ESP) provided a roadmap by which to make tangible improvement to the nation’s primary, secondary, vocational and higher education institutes over the next five years. In developing the strategy, the Government of Sierra Leone's mission was to provide opportunities for children and adults to acquire knowledge and skills, as well as nurture attitudes and values that help the nation benefit and prosper. The pillars outlined in the strategy are cross cutting (access and equity; quality; and systems strengthening) and are supported by sound interventions.Azzi-Huck,KaliopeFY14Technical AssistanceAFRAfricaSecondary Education in Africa II (SEIA II) and Out of School YouthEvent Proceeding DocumentThis project produced a policy note each on Out of School Youth (OSY) and Secondary Education System. A synthesis report and diagnostic paper completed the deliverables. Inoue,KeikoFY14Technical AssistanceAFRAfricaScience and Technology for Africa's DevEvent Proceeding DocumentThe project aimed to build high level ownership on the importance of higher education, science and technology (HEST) in transforming economies in Sub-Saharan Africa. In particular in recognition of the critical role of science and technology in Africa the event would be a unique opportunity to issue a bold call to action.Blom,AndreasFY14Technical AssistanceAFRTanzaniaTanzania Education Reform CompactEvent Proceeding DocumentThe technical assistance activities focused on the three priority areas of ERC and in addition provide an assessment for possible design of a PforR operation to support this sector. Component 1: Improving teacher incentives, support systems and professionalization; Component 2: Enhancing student assessment system; Component 3: Improving accountability and transparency in service delivery; and Component 4: Operationalizing the P4R.Joshi,Arun R.FY14Technical AssistanceAFRCongo, Democratic Republic ofOperationalizing the Higher Education StrategyAdvisory Services Document (IAR)This assistance helped the Ministry of Higher Education (MHE) prepare and hold one week-workshop in Kinshasa (June 2011) on higher education strategy and LMD reforms. Pham,Dung-KimFY14Technical AssistanceAFRZambiaImproving the quality of national learning assessment systemInstitutional Development PlanThe global component of this program was primarily funding knowledge products and knowledge sharing activities. The country component was divided among eight countries - Angola, Armenia, Ethiopia, Kyrgyz Republic, Mozambique, Tajikistan, Vietnam, and Zambia - who each developed action plans to strengthen their institutional capacity to carry out assessment activities.Gardner,Emily ElaineFY14Technical AssistanceAFRGuineaYouth EmploymentAdvisory Services Document (IAR)This Technical Assistance covered the following activities and deliverables: • The e2e Operations Guide, the performance voucher manual, the e2e Public-Private Partnership Toolkit, and questionnaires for firms to seek buy-in to the E2E, and currently eligible training institutions with recognized certification programs.Lahire,NathalieFY14Technical AssistanceAFRAfricaRegional Workshop for Harmonization of the Science and Math CurriculumAdvisory Services Document (IAR)A regional workshop was convened in Arusha, the seat of the EAC, to help create a framework for HARMONIZING THE Science and math curriculum at the school level. The workshop was preceded by an analysis of issues impacting the modernization and alignment of secondary S&M education curriculum in East Africa.Brar,SukhdeepFY14Technical AssistanceEAPEast Asia and PacificKTF - Skills Development for East AsiaEvent Proceeding DocumentThis two-year program consisted of a regional workshop and conference and a publication on skills development reform. The conference highlighted how to reform the governance and financing of skills development; analyze common obstacles, such as a lack of institutional capacity and the resistance to change; and discuss methods to remove such obstacles. As a part of the program, the publication on skills development reform was disseminated to EAP countries. Liang,XiaoyanFY14Technical AssistanceEAPChinaChina Early Child DevelopmentEvent Proceeding DocumentThe technical assistance program had two main components: (1) National Level Dialogue and Advocacy for ECD (2) Provincial Level Policy Analysis and Impact Evaluation.Liang,XiaoyanFY14Technical AssistanceMNAMoroccoSABER Workforce DevelopmentAdvisory Services Document (IAR)This activity identified the key challenges and relevant policy responses to ensuring successful workforce development (WfD) in the MENA region. This objective was achieved through implementation of the SABER-WfD benchmarking tool in several MENA countries resulting in country reports; a multi-country synthesis report that will summarize individual country experiences; and a regional conference that reported on findings. Braham,KamelFY14Technical AssistanceLCRLatin AmericaConference on Teacher Policy in Latin AmericaEvent Proceeding DocumentThe Conference was an invitation-only event designed to bring together the highest level of Latin American policymakers who were implementing major reforms on teacher policy. The format was designed to facilitate an open exchange of experience on managing the technical and political challenges of designing and implementing major reforms of teacher policy aimed at raising education quality. Bruns,BarbaraFY14Technical AssistanceEAPEast Asia and PacificEAP - ICT in EducationEvent Proceeding DocumentTo improve processes for ICT/education policy development and related implementation modalities through the development of a tool and datasets to help countries better understand emerging related good practices, models and regional trends, resulting in a better informed process of policy planning, informed by practices and trends in the region (and globally). We will build a global database of policy documents related to ICT use in education, to aid policymakers assess and benchmark their own policies against those of comparator countries around the world. As part of this process, SABER-ICT is attempting to assess the state of ICT-related policy formulation in the education sector according to a number of key policy domains and characteristics, including: vision and political commitment; ICT infrastructure; teachers and teaching; learning materials; skills development; educational administration; monitoring and evaluation; equity; institutional arrangements; non-formal education; and child digital safety. Despite the highly varied local contexts, in most countries, a single institution is core to the implementation of ICT/education initiatives. What do we know about how such institutions work, and what suggestions might we have for governments creating such institutions for the first time, supporting these sorts of agencies over time, and/or restructuring such organizations to meet future challenges? Through a set of ten national case studies, the World Bank is attempting to help document the variety and commonality of approaches in place in countries around the world, in order for national agencies responsible for the implementation of policies informing large-scale ICT/education initiatives of various sorts to better benchmark their activities against those of similar institutions around the world. Some specific small work will look at ICT use in higher education in EAP and child digital safety issues in the region.Trucano,MichaelFY14Technical AssistanceEAPTimor-LesteEducation Sector DialogueAdvisory Services Document (IAR)The key tasks of the project were 1: School survey and data collection; Task 2: School service delivery report based on school survey data analysis; Task 3: Two SABER reports on (a) teacher management; and (b) Workforce Development; Task 4: Impact evaluation design. Gender-specific analysis will be incorporated in the school survey report. The analysis explored gender disparities in access to schools and learning outcome; and examined the differentiated factors that affect these gender disparities.Chen,DandanFY14Technical AssistanceEAPVietnamKTF Workforce Development (WfD)Advisory Services Document (IAR)This project aimed to support countries in fostering productive dialogue on this issue through the World Bank designed new workforce development (WfD) benchmarking tool as part of HDNED's program on Benchmarking Education Systems for Results. The tool was intended to facilitate a structured process for data-gathering, analysis and dialogue on WfD policies and programs in light of global good practices. Tan,Jee-PengFY14Technical AssistanceECAKazakhstanPISA-SABER BENCHMARKINGAdvisory Services Document (IAR)This program was split into three phases of implementation between 2012 and 2014 in collaboration with the Ministry of Education and Science. PHASE ONE -- SYSTEM REVIEW AND DIAGNOSIS (2011-2012). PHASE TWO – FINALIZATION OF THE BENCHMARKING EXERCISE AND DESIGNING POLICY CHANGE (2012-2013). PHASE THREE -- IMPLEMENTING POLICY CHANGE (2013-2014). Inoue,KeikoFY14Technical AssistanceECAKazakhstanKazakhstan e-Learning JERPAdvisory Services Document (IAR)This assistance helped conduct independent assessments, review the Concept. Furthermore, based on the action plan on the assessment findings and the recommendations provided, the working group of the MoES developed the draft Concept of E-learning Development till 2016 (the Concept). Vasiliev,KirillFY14Technical AssistanceECARussian FederationEarly Childhood Development TAAdvisory Services Document (IAR)This two year assistance focused on initiating and facilitating dialogue between the ministries in charge for the various regulations governing ECD provision and construction. The work included a systemic analysis of the current regulations (analytical work) and providing the best practices from other countries (workshops/seminars). The capacity building was delivered as a series of workshops on different topics, starting from the inter-ministerial cooperation and innovative construction and later involving the (i) private sector issues, (ii) alternative provision models, (iii) maintenance of infrastructure and sustainable financing of the ECD sector.Shmis,TigranFY14Technical AssistanceSARIndiaTeacher Education and Professional Development- International Best PracticesAdvisory Services Document (IAR)The assistance helped study and recommend reforms to address challenges in the areas of: (a) ensuring access to teacher education; (b) improving the quality and relevance of teacher education and making teachers more accountable; and (c) developing performance-based career paths for teachers. Sinha,ShabnamFY14Technical AssistanceSARIndiaFoundation for Corporate Social ResponsibilityAdvisory Services Document (IAR)The proposed NLTA activities are grouped under four components: a. Analytical Reports: Two pieces of analytical work are envisioned—one that will take stock of the current international trends in CSR and the other that would specifically look at the CSR scene in India. This will include an extensive literature review, case studies on national and international best practices and related lessons for making it relevant for India. b. Institutional Design Shareholder Consultations and Capacity Building: The largest component of the NLTA would be to work with the Government to propose an institutional design for the Foundation for CSR. A series of small roundtable discussions with representatives from corporates already engaged or interested in engaging in CSR will be organized at key junctures of the project i.e. concept stage, review of the Operational Manual, review of the approach paper on a proposed CSR Fund, brainstorming session on possible pilot projects, etc. Understanding the needs as well as the constraints faced by corporates interested in CSR activities is of utmost importance to the long-term success of the Foundation and will ensure that the Foundation’s activities respond adequately to the its key stakeholders. At least one larger consultation session is envisioned and will include a broader array of stakeholders, including corporates (private sector companies and PSUs), NGOs and other CSR implementing agencies, development practitioners (e.g. Bank, UN, bilateral aid agencies) and community-based organizations. c. Communications and Outreach: This will involve a strategic media campaign. Partnership with leading TV channels for appropriate positioning of the Foundation and its activities would also be considered. The Foundation would also generate large scale dialogue on strategic communication and dissemination processes/events around the issue of CSR and its efficient use in India. The main deliverable under this NLTA component will be a draft communication strategy prepared by a communications consultant with extensive experience working with both private and public sector entities. d. Knowledge Sharing: Learning from both domestic and more important international experiences in CSR will be a key component of this NLTA. The knowledge sharing component will focus on initiating collaborative partnerships with top notch academic institutions in the United States and Europe (i.e. Harvard, Stanford and Wharton School of Business, ESADE in Spain, ITESM (EGADE) in Mexico etc.) and other entities for experience sharing in CSR research, with the expectation that this would lead to cross filtration of ideas and replication of successful experiences at the international level. During the preparation phase these partnerships will help inform the design of the Foundation by involving representatives in a series of consultations, and in the long run will be a part of a larger network of key shareholders that help shape the Foundation’s work to reflect current development challenges. WBI and IFC, both with significant experience in CSR, would also share their international experiences in the area that would enrich the discussions and initiatives. The main deliverable would be a workshop on best international (and domestic) practices in CSR to be held once the Foundation is up and running.Sinha,ShabnamFY14Technical AssistanceOTHWorldEducation Resilience, Violence and Youth protectionEvent Proceeding DocumentThe two core outputs of the ERA program were the RES-PLAN and RES EVIDENCE, which covered the a number of issues to meet the stated development objective. Reyes,Joel E.FY14Technical AssistanceOTHWorldRapid Innovation Action Learning for AFR, LCR, MENAEvent Proceeding DocumentRapid Action Innovation Learning (RIAL) was a learning process to help stakeholders develop a common framework and an analysis of a national innovation climate/system/policy. RIAL was based on a three stage process: 1) a preparatory phase 2) a joint-exploration stage working with country stakeholders and analyzing agents in innovation policy; and 3) a collaborative action and leadership learning stage at a Multi-Country Workshop.Agapitova,NataliaFY14Technical AssistanceMNAKuwaitKuwait Private Higher Education ReviewAdvisory Services Document (IAR)This task was planned to unfold over several stages, the first being fact finding. The second stage entailed workshops with senior policymakers and key actors. Following these discussions, a third stage consisted of the team completing a draft report that provides the strengths, weaknesses and a road map for Kuwaiti. A fourth stage was to discuss and publicize the resulting report with policymakers, key private higher education actors, but also the interested public at large -- including translating the report into Arabic and organizing discussions in relevant fora. Abu-Ghaida,Dina N.FY14Technical AssistanceMNAWest Bank and GazaQuality of Teaching in PA SchoolAdvisory Services Document (IAR)This activity examined key processes that education research has demonstrated are critical to student learning such as classroom management strategies used by teachers to maximize meaningful student engagement; and leadership strategies to manage school resources including teachers. The results of the study were presented at a series of workshops. Yarrow,Noah BunceFY14Technical AssistanceLCRParaguayImprove Evidence-Based Decision Making within the Ministry of Education of ParaguayAdvisory Services Document (IAR)This task was focused on examining the key issues related to ensuring basic conditions in all schools, and improving teachers’ quality. The World Bank, in close collaboration with the MEC, conducted studies on: How to ensure basic conditions in all schools: the first part of the study is the definition of benchmarks against which all schools can be compared, and How to enhance teachers’ quality.De Hoyos Navarro,Rafael E.FY14Technical AssistanceLCRMexicoMexico Programmatic Knowledge Services - Improving skills for enhanced labor market productivityAdvisory Services Document (IAR)The Program was implemented through four components: Component 1. Enhancing Education Relevance for the Labor Market. Component 2. Raising Teacher Quality. Component 3. Improving School-Based Management. Component 4. Providing Additional Knowledge Services to the GoM (including at the state level).Bentaouet Kattan,RajaFY14Technical AssistanceMNAMiddle East and North AfricaRegional Network to Improve Quality and Governance of Higher EducationEvent Proceeding DocumentThe CMI HE Program has developed an analytical tool, the University Governance Screening Card (UGSC), which has proven useful for MENA institutions, but has also been in demand by other regions, and has the potential for being used on a large scale. A Network for Higher Education, that aims to improve the education services available to students through a collaborative effort, seems to be a natural next step. Indeed, there has been a consensus on the part of all the organizations interested in this network that, since countries share comparable challenges in higher education quality and relevance, it is logical that a multi-country approach to addressing these issues be adopted. This is indeed what this agenda sets out to do: to work at a multi -country and multi-agency level with the idea that collaboration is the most effective way to get results at the country level. The Network could focus on continuing efforts initiated through the CMI-WB HE program, to develop high quality research on higher education, capacity building and institutional strengthening at two parallel levels. At the multi-country level or regional level, the strategic direction is to create a strong knowledge base and foster collaboration through a network of experts, programs and specialized institutions. At the country level, it is to build the capacity to improve higher education focusing on six priority areas. While the rationale for this initiative is based on the MENA region, many countries that are close to MENA by culture, trade, or state of development display similar issues and challenges. The participation in the network of systems with varying states of maturity and social and economic backgrounds should be regarded as a way to enrich the knowledge exchange experiences between participants. So, in this light, country participation should not be limited to a particular region or type of higher education system. Partnerships should also be diverse and open to organizations that have already been working with the CMI/WB HE program such as the AFD, OECD- IMHE, ANQAHE, AROQA, ISESCO, the British Council, the Association of Governing Boards of Universities and Colleges (AGB), as well as Universities and research centers in all the participating countries. A guiding, strategic principle of this partnership, however, is that it is and will remain open to expansion, so that other interested partners may join and strengthen the network. To develop the network of partners, the role of each organization’s commitment and participation will be elaborated, as the network is being established.Arnhold,NinaFY14Technical AssistanceECAEurope and Central AsiaProgrammatic Roma InclusionAdvisory Services Document (IAR)This programmatic techinical assistance that included analytics and "seed monies" for the development of Roma FBS in Bulgaria and technical assistance aimed at strengthening the Roma Education Fund (REF) capacity in monitoring and evaluation. The AAA informed the strategy and action plan development before a formal FBS contract is signed with the Government of Bulgaria. The analyses provided data and evidenced based assessment of Roma exclusion in Bulgaria, structured around the major pillars of the integrated approach - housing, healthcare, education and employment.Gatti,Roberta V.FY14Technical AssistanceLCRArgentinaBroaden the Policy Dialogue with the Argentine Ministry of EducationAdvisory Services Document (IAR)This activitiy delivered analytically-sound and policy-relevant reports, and organized seminars and workshops to discuss strategic topics with the education authorities and the academic community at large, will consolidate the Bank’s position as a committed stakeholder of the Argentine education system. De Hoyos Navarro,Rafael E.FY14Technical AssistanceLCRPeruCritical skills for the future: Social, emotional and academic learning in basic educationAdvisory Services Document (IAR)This task under the Programmatic AAA on Social Inclusion in Peru supported analytical and advisory activity and provided comprehensive, cross-sectoral and coordinated technical assistance and analytical support to increase the government capacity to better design, monitor and evaluate programs and policies aiming at reducing poverty and improving social inclusion. Kudo,InesFY14Technical AssistanceLCRBoliviaImproving Social ServicesAdvisory Services Document (IAR)The program supported analysis to provide applicable policy guidance and practical tools that will inform government programming and policy making for improving performance of social services. The principal audience was the GoB's Ministry of Planning,other line ministries working on the relevant social sectors, and departmental and local governments.Bentaouet Kattan,RajaFY14Technical AssistanceLCRPeruImpact Evaluation Design for the Program “Escuela Amiga”Advisory Services Document (IAR)This project included activities to provide technical assistance in designing a rigorous impact evaluation of the Program “Escuela Amiga”, to provide training to Ministry of Education (MINEDU) officials responsible for the design, implementation and monitoring of the impact evaluation of the Program, to provide technical assistance in the design and validation of reports for the use, by authorities and school communities, for reporting the data that will be collected by the Client as part of the evaluation, and to produce data to assess the impact of the program, MINEDU aims to provide feedback to participant schools on their school climate and socio-emotional wellbeing of their students. Kudo,InesFY14Technical AssistanceECABulgariaProgrammatic TA for the Education SectorAdvisory Services Document (IAR)The proposed Technical Assistance (TA) Program for the Education Sector is designed to be implemented over three years (July 2010-June 2013) and is aimed at supporting the continuation and strengthening of the sweeping reforms introduced in the education sector. This is a three-year program budgeted for $270,000 (divided at $70,000, $100,000 and $100,000 over the three years). The TA Program will focus on supporting the Ministry of Education, Youth and Science (MEYS) in its effort to strengthen the accountability mechanisms that will enhance the impact of the recently introduced reforms that promote more autonomy for schools. The TA program will accompany the reforms over the next three years. It will consist of the following lines of work: 1. Monitoring: Ongoing monitoring of the progress in the achievement of the key milestones 2. National Assessment TA: Global knowledge for the strengthening of national student assessment system 3. Certification TA: Global knowledge for the development of a national certification program for school principals 4. School Boards TA: Global knowledge for the establishment of functioning School Boards 5. Incentives for Performance TA: Global knowledge for the design and implementation of incentives and support systems for schools based on their performance. 6. Evaluation: Building on the impact of the first stage of the school autonomy reform (completed by the World Bank in 2010, see World Bank 2010), evaluate the impact of the second stage of the reform: the accountability framework strengthening.Danchev,Plamen NikolovFY14Technical AssistanceECARussian FederationFBS E-Education in Tatarstan (cont.)Advisory Services Document (IAR)This project focused on the review of the E-Education Program, introduction of ICT in school practices, and ICT competence assessment of teachers and students. Vasiliev,KirillFY14Technical AssistanceECAEU Accession CountriesHigher Education TA for ECCU5 countriesAdvisory Services Document (IAR)This Concept Note outlines a technical assistance program for FY11-13, which is expected to address tertiary education reforms in the region and, in particular, to support innovations in tertiary education governance, finance, and relevance in Bulgaria, Poland, and Croatia (FY11-12) and Bulgaria, Poland, Croatia, and Romania (FY12-13). It is expected that the TA program in the education sector will span deeper throughout FY11 - FY13, and activities for the years following will have similar but expanded objectives to be discussed and described at a later time, once they are designed jointly with the clients. The technical assistance program for FY11 proposed in this Concept Note have been informed by the policies outlined in the Development Policy Loan prepared for Poland in FY09-10, as well as other relevant activities in the other country contexts. The activities that are proposed have been/will be discussed at the technical and political levels of the respective Ministries of National Education and of Science and Higher Education in each of the respective countries and will reflect their highest priorities and the knowledge sharing role that they value from the World Bank. The key objectives of the technical assistance are outlined in the country-specific descriptions below:Weaver,Jason Allen