Education agenda

Education International assesses World Bank’s Development Report on education

Reseñas

Prensa Internacional de la Educación

Resumen: Justo antes de las Reuniones de Primavera del Banco Mundial, la Internacional de la Educación está lanzando una publicación que reúne múltiples voces de todo el mundo para proporcionar un Chequeo de la realidad en el Informe sobre el desarrollo mundial de educación de 2018 del Banco Mundial. El lanzamiento de esta publicación marca el final de la serie de blogs semanales Reality Check del Informe de Desarrollo Mundial (WDR) de la IE que se ha estado ejecutando enwww.worldsofeducation.org durante casi 6 meses. Si bien es importante que el Banco Mundial haya dedicado un tema del WDR a la educación por primera vez, los docentes y académicos del mundo han encontrado algunas deficiencias significativas en su contenido. Esto es aún más difícil ya que la política del Banco Mundial afecta directamente a los educadores a través del asesoramiento sobre políticas a los ministros y la política impuesta a través de préstamos condicional del Banco Mundial. Hay una oportunidad perdida bastante importante en el informe: el Banco debería haber presentado argumentos sólidos sobre cómo cerrar la brecha financiera en educación para cumplir con el ODS 4. De acuerdo con el Informe Global de Monitoreo Educativo, existe una brecha financiera de $ 39 billones por año desde ahora hasta el 2030 en los países de ingresos bajos y medianos. Esta brecha no se aborda en absoluto en el informe. En resumen, el Banco debería haber enfatizado que las prioridades políticas deberían ser determinadas por los gobiernos nacionales en consulta con los maestros y el personal de apoyo educativo que conocen de primera mano las necesidades sobre el terreno para lograr una educación de calidad para todos.  David Edwards, Secretario General de la IE, dice en su introducción a la publicación: «Los educadores son los que mejor pueden usar la evaluación para mejorar el aprendizaje. Los educadores pueden proporcionar la evidencia contextual específica que debe informar la reforma de políticas, de lo que funciona y de lo que no funciona en el aula. Y, por lo tanto, los educadores deben tener un lugar en la mesa para guiar la reforma de las políticas. La promesa de la educación no se logrará a menos que se fortalezca y amplíe el diálogo social. Por esta razón, la Internacional de la Educación pide que en materia de educación, el Banco Mundial intenta algo nuevo, da un paso atrás y escucha a la comunidad educativa «. «Verificación de la realidad de la Internacional de la Educación: El Informe sobre el desarrollo mundial de la educación de 2018 del Banco» está disponible aquí: http://go.ei-ie.org/WDR2018RealityCheck

Just ahead of the World Bank Spring Meetings, Education International is launching a publication that brings together multiple voices from around the world to provide a Reality Check on the World Bank’s 2018 World Development Report on education.

This publication launch marks the end of EI’s World Development Report (WDR) Reality Check weekly blog series that has been running on www.worldsofeducation.org for nearly 6 months.
While it is important that the World Bank has dedicated an issue of the WDR to education for the very first time, the world’s teachers and academics have found some significant shortcomings in its content. This is all the more difficult as World Bank policy directly affects educators through policy advice to ministers and imposed policy through conditional World Bank loans.
There is a quite substantial missed opportunity in the report: The Bank should have made a strong case for how to close the financing gap in education to meet SDG4. According to the Global Education Monitoring Report, there is a financing gap of $39 billion a year from now until 2030 across lower and middle income countries. This gap is not addressed at all in the report.
To summarize, the Bank should have emphasized that policy priorities should be determined by national governments in consultation with teachers and education support personnel who know firsthand the needs on the ground to achieve quality education for all.
EI General Secretary David Edwards says in his introduction to the publication: «It is educators who can best use assessment formatively to improve learning. It is educators who can provide the context-specific evidence, that should inform policy reform, of what works and what does not work in the classroom setting. And it is, thus, educators who must have a place at the table to guide policy reform. Education’s promise will not be achieved unless social dialogue is strengthened and expanded. For this reason, Education International asks that on matters of education, the World Bank tries something new, takes a step back, and listens to the education community.»
«Education International’s Reality Check: The Bank’s 2018 World Development Report on Education» is available here: http://go.ei-ie.org/WDR2018RealityCheck
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Malaysia: Govt emphasises quality education to produce future leaders, says Zahid

Noticias

Malaysia/February 13, 2018/Source: http://www.themalaymailonline.com

The government always emphasises quality education in the country’s education agenda to produce human capital with calibre in all aspects, said Deputy Prime Minister  Datuk Seri Dr Ahmad Zahid Hamidi.

He said the government set aside huge allocation in its budget every year, whether for early education or higher education, to produce successful students to become future leaders of the country.

“Why do the government have to invest so much? It means the government has focus, in terms of human capital, the government wants to see Malaysia becomes a developed nation.

“God willing, by TN50, the government’s aim of 60 per cent of the work force to have diploma or first degree will be realised,” he said at a session with new students of Universiti Tun Hussein Onn Malaysia (UTHM) here today.

Also present were Ahmad Zahid’s wife, Datin Seri Hamidah Khamis, Johor Menteri Besar Datuk Seri Mohamed Khaled Nordin, UTHM vice-chancellor Prof Dr Wahid Razzaly and Deputy Transport Minister Datuk Ab Aziz Kaprawi.

Ahmad Zahid, who is also Home Minister, said most of the leaders in the country were produced from the success of the well-formulated national education system.

He said there were quarters pointing fingers at the government saying that the country’s education system was wrong, when they should instead be looking at their own mistakes.

“Leaders should be moulded and not born. We are not born as leaders, but moulded into leaders because of the country’s good education,” he said.

He said the present students of higher institutions were fortunate because the government gave priority to physical and spiritual development to ensure success of the millennial group, hence enabling them to fill the employment market in the future.

Ahmad Zahid advised the UTHM students to fully utilise their opportunity to study at the university.

“The opportunity only comes once in a lifetime to balance the worldly and the hereafter to become a well-balanced citizen and an asset to the country, and not a liability,” he said.

The deputy prime minister also announced a RM2 million allocation for the development of UTHM campus at Tanjong Laboh here. — Bernama

Source:

http://www.themalaymailonline.com/malaysia/article/zahid-govt-emphasises-quality-education-to-produce-future-leaders-says-zahi#PzFeKwzR6jytaChb.97

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