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直面学习危机:201222年世界银行支持基础教育的经验教训——一项独立评估2024

直面学习危机:201222年世界银行支持基础教育的经验教训——一项独立评估2024

Lessons from World BankSupport for Basic Education,2012–22An Independent EvaluationPublic Disclosure Authorized © 2024 International Bank for Reconstruction and Development / The World Bank1818 H Street NWWashington, DC 20433Telephone: 202-473-1000Internet: www.worldbank.org ATTRIBUTIONPlease cite the report as: World Bank. 2024.Confronting the Learning Crisis: Lessons from World Bank Support for Basic Education, 2012–22. Independent Evaluation Group. Washington, DC:World Bank. COVER PHOTOAdapted from Shutterstock/Zurijeta and Shutterstock/wavebreakmedia EDITING AND PRODUCTIONAmanda O’BrienValentina Such GRAPHIC DESIGNRafaela SarinhoVonda Witley This work is a product of the staff of The World Bank with external contributions. The findings,interpretations, and conclusions expressed in this work do not necessarily reflect the views ofThe World Bank, its Board of Executive Directors, or the governments they represent.The World Bank does not guarantee the accuracy of the data included in this work. The bound-aries, colors, denominations, and other information shown on any map in this work do not implyany judgment on the part of The World Bank concerning the legal status of any territory or theendorsement or acceptance of such boundaries. RIGHTS AND PERMISSIONSThe material in this work is subject to copyright. Because The World Bank encourages dissem- ination of its knowledge, this work may be reproduced, in whole or in part, for noncommercialpurposes as long as full attribution to this work is given. Any queries on rights and licenses, including subsidiary rights, should be addressed to WorldBank Publications, The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; fax:202-522-2625; e-mail: pubrights@worldbank.org. Confronting theLearning Crisis Lessons from World BankSupport for Basic Education,2012–22 An Independent EvaluationOctober 10, 2024 Contents AbbreviationsvAcknowledgmentsviOverviewviiManagement ResponsexxiReport to the Board from the Committee on Development Effectivenessxxv 1Background����������������������������������������������������������������������������������������������������������������1 Who Is Affected?6A Complex Problem7World Bank Approach to Learning in Basic Education9Evaluation Methods13Evaluation Questions13Limitations14 2The World Bank’s Global and Regional Analytics and Programs and GlobalPartnerships������������������������������������������������������������������������������������������������������������18Increasing Global Knowledge and Building Awareness19Sharing Global and Regional Knowledge23Convening and Partnership25Feedback Process to Strengthen Systems, Teaching, and Learning29 3The World Bank’s Approach to Basic Education and Learning Outcomes at theCountry Level����������������������������������������������������������������������������������������������������������33Overall Financing for Basic Education35The World Bank Basic Education Portfolio36World Bank Analysis toward Learning for All at the Country Level40Effective Support for Policy Reform toward Learning for All44World Bank Inputs and Responses to Address Learning for All at the Country Level49Monitoring and Evaluation68World Bank Engagement with Development Partners and Other Stakeholdersat the Country Level73 4Conclusions and Recommendations����������������������������������������������������������������������82Measurement85Equity86Support for Teaching Career Framework87Support for Capacity Development across All Levels of the System88Looking Ahead: Contributions to Learning89Recommendations92 Bibliography����������������������������������������������������������������������������������������������������������������95 Boxes Box 1.1.Key Concepts in Learning Measurement4Box 1.2.What Is Systems Thinking?8Box 2.1.Influence of the World Bank’s Regional Advisory Services and Analyticson Country Clients in Developing Projects or Making Policy Reforms24Box 2.2.Learning Poverty and Its Effect on Global and Country Stakeholderstoward Action on the Learning Crisis26Box 2.3.Regional Partnerships’ Help with Identification of Issues Contributing toLow Learning29Box 2.4.The Foundational Learning Compact Lacking Outcome Measures31Box 3.1.The Project Ratings System38Box 3.2.Ethiopia: What Is Not Going Well and Why43Box 3.3.Examples of World Bank Support for Inclusion in Pakistan andSierra Leone57Box 3.4.Examples of World Bank Support for Children with Disabilities inFour Case Countries59Box 3.5.Case Study Countries Facing Large Challenges fromPopulation Growth63Box 3.6.What Are Structured Pedagogical Approaches?64Box 3.7.Examples of World Bank Support for Data in Four Case StudyCountries in the Africa Region71Box 3.8.Global Partnership for Education Added Value for the World Bankat the Country Level74 Figures Figure 1.1.Share of Students Achieving at Least Minimum Proficiency Levelsin Reading and Mathematics by Country Income Level3Figure 1.2.Conceptual Framework for Support of Quality Educa