From schooling access to learning outcomes: an unfinished agenda: an evaluation of World Bank support to primary education

other titles
De l'accès à l'école aux acquis scolaires: un travail en cours: une évaluation de l'assistance de la Banque mondiale à l'éducation primaire: résumé analytique

Basic knowledge and skills—not years of education —are key to reducing poverty. Raising enrollments and completing primary schooling are necessary but not sufficient for ensuring basic knowledge and skills. Developing countries and partner agencies like the World Bank, need to focus on raising learning outcomes, particularly among disadvantaged children, to realize the poverty reduction benefits of investing in primary education. The Education for All (EFA) movement, launched in 1990, has resulted in an extraordinary mobilization of World Bank and country resources in support of basic education over the past 15 years. World Bank EFA financing, mostly focused on primary education, has become increasingly progressive—targeting the most disadvantaged countries and often the disadvantaged within countries. In most parts of the world, Bank and country investments have led to significantly improved access to primary education through the construction of new schools and the reduction of other physical, financial, and social barriers. Nevertheless, tens of millions of children in the developing world—mostly girls, the poor, and other disadvantaged—remain out of school, hundreds of millions drop out before completing primary school, and of those who do complete, a large proportion fail to acquire desired levels of knowledge and skills, especially in the poorest countries of South Asia and Sub-Saharan Africa. Beyond achieving universal completion of primary education, a Millennium Development Goal, the remaining EFA challenge is to ensure that all children, particularly the disadvantaged, acquire the basic knowledge and skills that are crucial for poverty reduction.

Les connaissances et les compétences de base - et non le nombre d'années d'instruction achevé - sont des éléments clés de réduction de la pauvreté. Accroître les effectifs scolaires et l'achèvement du cycle primaire sont des actions nécessaires mais non suffisantes pour assurer l'alphabétisation et l'assimilation des notions de calcul de base. Les pays en développement et les organisations partenariales telles que la Banque mondiale devraient centrer leurs efforts sur l'obtention de meilleurs acquis scolaires, notamment parmi les enfants défavorisés, afin d'engranger les bénéfices en termes de réduction de la pauvreté de l'investissement dans l'éducation primaire.

language
ENG
FRE
Institutions
World Bank. Independent Evaluation Group
date
2006
Pages
xxxii-127 p.
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themes
Educational planning methodology
International organizations and NGOs
levels
Primary education

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