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Opportunities for collaboration for ensuring better learning environments

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Learn more about the OECD's work on effective learning environments: http://www.oecd.org/education/effective-learning-environments/

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Opportunities for collaboration for ensuring better learning environments

  1. 1. Opportunities for collaboration for ensuring better learning environments for all children The presentation is prepared by the team that includes Tigran Shmis, Diego Ambasz (Sr. Education Specialist), and Maria Ustinova (Education Consultant) Paris, November 17, 2018
  2. 2. Outline 1. The importance of the LEARNING and related learning environment 2. Background of selected Education infrastructure projects and research activities of the Bank 3. Research and connection to the OECD and School User Survey (LEEP) 4. Projects related to financing and management of school infrastructure 5. Next steps
  3. 3. World Development Report 2018 (WDR 2018): LEARNING to Realize Education’s Promise Main Messages • Schooling is not the same as learning. • Schooling without learning is not just a wasted opportunity, but a great injustice. • There is nothing inevitable about low learning in low- and middle- income countries. 3 The Three Dimensions of the Learning Crisis The poor learning outcomes themselves. The learning crisis is its immediate causes: • Children arrive unprepared to learn. • Teachers often lack the skills or motivation to teach effectively. • Inputs often fail to reach classrooms or to affect learning. • Poor management and governance often undermine schooling quality. The third dimension of the crisis is its deeper systemic causes. The Three Policy Actions to Address the Crisis 1. Assess learning, to make it a serious goal. 2. Act on evidence, to make schools work for learners. 3. Align actors, to make the system work for learning.
  4. 4. World Development Report 2019 (WDR 2019): The changing nature of work The nature of work is changing. • Firms can grow rapidly thanks to digital transformation, which blurs their boundaries and challenges traditional production patterns. • The rise of the digital platform firm means that technological effects reach more people faster than ever before. • Technology is changing the skills that employers seek. Workers need to be good at complex problem-solving, teamwork and adaptability. • Technology is changing how people work and the terms on which they work. Even in advanced economies, short-term work, often found through online platforms, is posing similar challenges to those faced by the world’s informal workers. What can governments do? • The 2019 WDR suggests three solutions: • Invest in human capital especially in disadvantaged groups and early childhood education to develop the new skills that are increasingly in demand in the labor market, such as high-order cognitive and socio-behavioral skills • Enhance social protection to ensure universal coverage and protection that does not fully depend on having formal wage employment • Increase revenue mobilization by upgrading taxation systems, where needed, to provide fiscal space to finance human capital development and social protection. 4
  5. 5. Romania 340 MM* World Bank Projects in Europe and Central Asia and in Latin America and Caribbean with Education Infrastructure Component Belarus 152 MM Serbia 50 MM Moldova 26 MM ??? Million Dollars on Education Infrastructure Investments FYROM 26 MM Argentina 180 MM Nicaragua 52 MM Uruguay 61 MM Ecuador 236 MM Brazil 215 MM Haiti 8 MM Guyana 23 MM Costa Rica 200 MM El Salvador 50 MM One Billion Dollars on Education Infrastructure Investments 5
  6. 6. Selected World Bank activities related to school infrastructure 6
  7. 7. New World Bank study on impact of LE on student learning 7 Barrett, Peter, Alberto Treves, Tigran Shmis, Diego Ambasz, and Maria Ustinova. 2018. The Impact of School Infrastructure on Learning: A Synthesis of the Evidence. International Development in Focus. Washington, DC: World Bank. doi:10.1596/978-1-4648-1378-8
  8. 8. Sanitary regulations Fire protection Learning standard Construction regulations Economy = more efficient Active spaces = more in the same buildings Alignment of the regulations = high Child centered regulations: improved efficiency Still many ECA countries suffer from over- regulation and misalignments. As opposed to selected countries of Latin America or Africa, where minimum standards are still to be defined.
  9. 9. Opportunities of research in the World Bank projects 1. The tools like School User Survey represent a comprehensive set of indicators to measure the beneficiary satisfaction within investments; 2. The instruments may serve as a basis for linking student outcomes with the learning environments (including the arrangements of schools); 3. The is a need to expand the research and find the answers to the learning environment questions that were long unanswered. 4. Questions: What instruments we can use to measure? How to link those instruments with existing International Studies – PISA, TIMSS, PIRLS? How do we measure all skills? 9
  10. 10. School User Survey in Belarus 1. The project of USD 152 mln. to i) rehabilitate hub schools and equip them with modern laboratories; ii) improve the quality of the system (including upgrading of EMIS and participation in PISA 2018, 2021, and 2024*). 2. SUS is planned to be part of the results framework to evaluate the impact of the project activities before and after and understand the impact of different pilot activities within the Project. 3. There will be an opportunity to link the SUS with PISA results using the data analysis and sampling methodologies. 10 * Subject to Government decision
  11. 11. School User Survey in Russia • 3 regions, 1550 students (8th grade), 160 teachers, 32 school principals. • The OECD School User Survey (SUS) was paired with the piloting of TIMSS 2019 (Trends in Mathematics and Science Study). • Available data on SUS and Student’s performance in Math and Science. • Analysis is ongoing. • Results - June 2019. • Next Steps – Potentially TIMSS 2019, based on final version of SUS 11
  12. 12. What do we know and what we don’t know yet 12 Imms, W., Mahat, M., Murphy, D. & Byers, T. (2017). Type and Use of Innovative Learning Environments in Australasian Schools – ILETC Survey. Technical Report 1/2017. ILETC Project: Melbourne. http://www.oecd.org/education/OECD-School-User-Survey-2018.pdf
  13. 13. What learning outcomes we want to measure? 13 Imms, W., Mahat, M., Murphy, D. & Byers, T. (2017). Type and Use of Innovative Learning Environments in Australasian Schools – ILETC Survey. Technical Report 1/2017. ILETC Project: Melbourne.
  14. 14. Capacity building for education infrastructure projects • Pedagogically informed planning and design process (jointly developed TOR/Brief- Uruguay). Cross sectoral, interagency collaboration for better education designs (Serbia, Russia, Romania). • Helping to build coherent strategies for school infrastructure development (Romania, Russia, Peru). • Targeted training activities for architects and engineers on learning environments design (Serbia, Russia). • Guidelines for pre-school and school facilities construction and rehabilitation (Russia, Serbia, Belarus). 14
  15. 15. Next steps • Further analysis of the evidence on the relation between learning environments and learning outcomes; • Strengthening the exchange on best practices between countries and Regions within and outside of the Bank operations; • Generating new evidence on the learning environments in the middle income and low income contexts; • Partnering with global and Regional organizations to strengthen the evidence and inform decision making; • Further review options of increasing efficiency of education infrastructure solutions, with a consideration of fiduciary mechanisms and safeguards. 15
  16. 16. Thank you! tshmis@worldbank.org

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