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  • 1
    Online Resource
    Online Resource
    A Puzzle with Missing Pieces : Explaining the Effectiveness of World Bank Development Projects (2021)
    Washington, D.C : The World Bank
    Details
    UID:
    b3kat_BV049080677
    Format: 1 Online-Ressource (66 Seiten)
    Content: The identification of key determinants of aid effectiveness is a long-standing question in the development community. This paper reviews the literature on aid effectiveness at the project level and then extends the inquiry in a variety of dimensions with new data on World Bank investment project financing. It confirms that the country institutional setting and quality of project supervision are associated with project success, as identified previously. However, many aspects of the development project cycle, especially project design, have been difficult to measure and therefore under-investigated. The paper finds that project design, as proxied by the estimated value added of design staff, the presence of prior analytic work, and other specially collected measures, is a significant predictor of ultimate project success. These factors generally grow in predictive importance as the income level of the country rises. The results also indicate that a key determinant of the staff's contribution is their experience with previous World Bank projects, but not other characteristics such as age, education, or country location. Key inputs to the project production process associated with subsequent performance are not captured in routine data systems, although it is feasible to do so. Further, the conceptualization and measurement of the success of project-based aid should be revisited by evaluative bodies to reflect a project's theorized contribution to development outcomes
    Language: English
    DOI: 10.1596/1813-9450-9884
    DOI: 10.1596/1813-9450-9884
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Online Access
    Open Access Request
    UB Potsdam
    EUV Frankfurt
    HTW Berlin
    MPI Bildungsforschung
  • 2
    Online Resource
    Online Resource
    Will Every Child be Able to Read by 2030? : Defining Learning Poverty and Mapping the Dimensions of the Challenge (2021)
    Washington, D.C : The World Bank
    Details
    UID:
    b3kat_BV049081879
    Format: 1 Online-Ressource (65 Seiten)
    Content: In October 2019, the World Bank and UNESCO Institute for Statistics proposed a new metric, Learning Poverty, designed to spotlight low levels of learning and track progress toward ensuring that all children acquire foundational skills. This paper provides the technical background for that indicator, and for its main findings-first, that even before COVID-19, 53 percent of all children in low- and middle-income countries could not read with comprehension by age 10, and second, that at pre-COVID-19 trends, the Learning Poverty rate was on track to fall only to 44 percent by 2030, far short of the universal literacy envisioned under the Sustainable Development Goals. The paper contributes to the literature in four ways. First, it formally describes the new synthetic Learning Poverty metric, which combines the dimensions of learning with schooling and thus reflects the learning of all children, and it presents, for the first time, standard errors associated with the proposed measure. Second, it documents how this indicator is calculated at the country, regional, and global levels, and discusses the robustness associated with different aggregation approaches. Third, it documents historical rates of progress and compares them with the rate of progress that would be required for countries to halve Learning Poverty by 2030, as envisioned under the learning target announced by the World Bank in 2019. Fourth, it provides heterogeneity analysis by gender, region, and other variables, and documents learning poverty's strong correlation with metrics of learning for other ages. These results show that the Learning Poverty indicator, together with improved measurement of learning, can be used as an evidence-based tool to promote progress toward all children reading by age 10-a prerequisite for achieving all the ambitious education aspirations included under Sustainable Development Goals 4
    Language: English
    DOI: 10.1596/1813-9450-9588
    DOI: 10.1596/1813-9450-9588
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Online Access
    Open Access Request
    UB Potsdam
    EUV Frankfurt
    HTW Berlin
    MPI Bildungsforschung
  • 3
    Online Resource
    Online Resource
    Simulating the potential impacts of COVID-19 school closures on schooling and learning outcomes : a set of global estimates (2020)
    [Washington, DC, USA] : World Bank Group, Education Global Practice
    Details
    UID:
    gbv_1726660338
    Format: 1 Online-Ressource (circa 61 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9284
    Content: School closures due to COVID-19 have left more than a billion students out of school. This paper presents the results of simulations considering three, five and seven months of school closure and different levels of mitigation effectiveness resulting in optimistic, intermediate and pessimistic global scenarios. Using data on 157 countries, the analysis finds that the global level of schooling and learning will fall. COVID-19 could result in a loss of between 0.3 and 0.9 years of schooling adjusted for quality, bringing down the effective years of basic schooling that students achieve during their lifetime from 7.9 years to between 7.0 and 7.6 years. Close to 7 million students from primary up to secondary education could drop out due to the income shock of the pandemic alone. Students from the current cohort could, on average, face a reduction of USD 355, USD 872, or USD 1,408 in yearly earnings. In present value terms, this amounts to between USD 6,472 and USD 25,680 dollars in lost earnings over a typical student's lifetime. Exclusion and inequality will likely be exacerbated if already marginalized and vulnerable groups, like girls, ethnic minorities, and persons with disabilities, are more adversely affected by the school closures. Globally, a school shutdown of 5 months could generate learning losses that have a present value of USD 10 trillion. By this measure, the world could stand to lose as much as 16 percent of the investments that governments make in the basic education of this cohort of students. The world could thus face a substantial setback in achieving the goal of halving the percentage of learning poor and be unable to meet the goal by 2030 unless drastic remedial action is taken
    Additional Edition: Erscheint auch als Druck-Ausgabe Azevedo, Joao Pedro Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates Washington, D.C : The World Bank, 2020
    Language: English
    Keywords: Graue Literatur
    DOI: 10.1596/1813-9450-9284
    URL: lizenzpflichtig
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Open Access Request
    UB Potsdam
    MPI Bildungsforschung
  • 4
    Online Resource
    Online Resource
    Minding the Gap : Aid Effectiveness, Project Ratings and Contextualization (2023)
    Washington, D.C : The World Bank
    Details
    UID:
    gbv_1858184231
    Format: 1 Online-Ressource (35 pages)
    Content: This paper applies novel techniques to long-standing questions of aid effectiveness. It first replicates findings that donor finance is discernibly but weakly associated with sector outcomes in recipient countries. It then shows robustly that donors' own ratings of project success provide limited information on the contribution of those projects to development outcomes. By training a machine learning model on World Bank projects, the paper shows instead that the strongest predictor of these projects' contribution to outcomes is their degree of adaptation to country context, and the largest differences between ratings and actual impact occur in large projects in institutionally weak settings
    Additional Edition: Erscheint auch als Druck-Ausgabe Goldemberg, Diana Minding the Gap: Aid Effectiveness, Project Ratings and Contextualization Washington, D.C. : The World Bank, 2023
    Language: English
    DOI: 10.1596/1813-9450-10532
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    UB Potsdam
    MPI Bildungsforschung
  • 5
    Online Resource
    Online Resource
    Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes : A Set of Global Estimates (2020)
    Washington, D.C : The World Bank
    Details
    UID:
    b3kat_BV048274724
    Format: 1 Online-Ressource (61 Seiten)
    Series Statement: World Bank E-Library Archive
    Content: School closures due to COVID-19 have left more than a billion students out of school. This paper presents the results of simulations considering three, five and seven months of school closure and different levels of mitigation effectiveness resulting in optimistic, intermediate and pessimistic global scenarios. Using data on 157 countries, the analysis finds that the global level of schooling and learning will fall. COVID-19 could result in a loss of between 0.3 and 0.9 years of schooling adjusted for quality, bringing down the effective years of basic schooling that students achieve during their lifetime from 7.9 years to between 7.0 and 7.6 years. Close to 7 million students from primary up to secondary education could drop out due to the income shock of the pandemic alone. Students from the current cohort could, on average, face a reduction of USD 355, USD 872, or USD 1,408 in yearly earnings. In present value terms, this amounts to between USD 6,472 and USD 25,680 dollars in lost earnings over a typical student's lifetime. Exclusion and inequality will likely be exacerbated if already marginalized and vulnerable groups, like girls, ethnic minorities, and persons with disabilities, are more adversely affected by the school closures. Globally, a school shutdown of 5 months could generate learning losses that have a present value of USD 10 trillion. By this measure, the world could stand to lose as much as 16 percent of the investments that governments make in the basic education of this cohort of students. The world could thus face a substantial setback in achieving the goal of halving the percentage of learning poor and be unable to meet the goal by 2030 unless drastic remedial action is taken
    Additional Edition: Erscheint auch als Druck-Ausgabe Azevedo, Joao Pedro Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates Washington, D.C : The World Bank, 2020
    Language: English
    DOI: 10.1596/1813-9450-9284
    URL: Volltext  (URL des Erstveröffentlichers)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Online Access
    Open Access Request
    EUV Frankfurt
    HTW Berlin
  • 6
    Online Resource
    Online Resource
    Minding the Gap : Aid Effectiveness, Project Ratings and Contextualization (2023)
    Washington, D.C. :The World Bank,
    Details
    UID:
    edoccha_9961265483802883
    Format: 1 online resource (33 pages)
    Content: This paper applies novel techniques to long-standing questions of aid effectiveness. We first replicate findings that donor finance is discernibly but weakly associated with sector outcomes in recipient countries. We then show robustly that donors' own ratings of project success provide limited information on the contribution of those projects to development outcomes. By training a machine learning model on World Bank projects, we show instead that the strongest predictor of these projects' contribution to outcomes is their degree of adaptation to country context, and the largest differences between ratings and actual impact occur in large projects in institutionally weak settings.
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Charité
  • 7
    Online Resource
    Online Resource
    Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes : A Set of Global Estimates (2020)
    World Bank, Washington, DC
    Details
    UID:
    gbv_175962120X
    Format: 1 Online-Ressource
    Series Statement: Policy Research Working Paper No. 9284
    Content: School closures due to COVID-19 have left more than a billion students out of school. This paper presents the results of simulations considering three, five and seven months of school closure and different levels of mitigation effectiveness resulting in optimistic, intermediate and pessimistic global scenarios. Using data on 157 countries, the analysis finds that the global level of schooling and learning will fall. COVID-19 could result in a loss of between 0.3 and 0.9 years of schooling adjusted for quality, bringing down the effective years of basic schooling that students achieve during their lifetime from 7.9 years to between 7.0 and 7.6 years. Close to 7 million students from primary up to secondary education could drop out due to the income shock of the pandemic alone. Students from the current cohort could, on average, face a reduction of $355, $872, or $1,408 in yearly earnings. In present value terms, this amounts to between $6,472 and $25,680 dollars in lost earnings over a typical student's lifetime. Exclusion and inequality will likely be exacerbated if already marginalized and vulnerable groups, like girls, ethnic minorities, and persons with disabilities, are more adversely affected by the school closures. Globally, a school shutdown of 5 months could generate learning losses that have a present value of $10 trillion. By this measure, the world could stand to lose as much as 16 percent of the investments that governments make in the basic education of this cohort of students. The world could thus face a substantial setback in achieving the goal of halving the percentage of learning poor and be unable to meet the goal by 2030 unless drastic remedial action is taken
    Note: English
    Language: English
    URL: kostenfrei
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Stabi Berlin
  • 8
    Online Resource
    Online Resource
    Will Every Child Be Able to Read by 2030? Defining Learning Poverty and Mapping the Dimensions of the Challenge (2021)
    World Bank, Washington, DC
    Details
    UID:
    gbv_1759617350
    Format: 1 Online-Ressource
    Series Statement: Policy Research Working Paper No. 9588
    Content: In October 2019, the World Bank and UNESCO Institute for Statistics proposed a new metric, Learning Poverty, designed to spotlight low levels of learning and track progress toward ensuring that all children acquire foundational skills. This paper provides the technical background for that indicator, and for its main findings—first, that even before COVID-19, 53 percent of all children in low- and middle-income countries could not read with comprehension by age 10, and second, that at pre-COVID-19 trends, the Learning Poverty rate was on track to fall only to 44 percent by 2030, far short of the universal literacy envisioned under the Sustainable Development Goals. The paper contributes to the literature in four ways. First, it formally describes the new synthetic Learning Poverty metric, which combines the dimensions of learning with schooling and thus reflects the learning of all children, and it presents, for the first time, standard errors associated with the proposed measure. Second, it documents how this indicator is calculated at the country, regional, and global levels, and discusses the robustness associated with different aggregation approaches. Third, it documents historical rates of progress and compares them with the rate of progress that would be required for countries to halve Learning Poverty by 2030, as envisioned under the learning target announced by the World Bank in 2019. Fourth, it provides heterogeneity analysis by gender, region, and other variables, and documents learning poverty’s strong correlation with metrics of learning for other ages. These results show that the Learning Poverty indicator, together with improved measurement of learning, can be used as an evidence-based tool to promote progress toward all children reading by age 10—a prerequisite for achieving all the ambitious education aspirations included under Sustainable Development Goals 4
    Note: English
    Language: English
    URL: kostenfrei
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Stabi Berlin
  • 9
    Online Resource
    Online Resource
    A Puzzle with Missing Pieces : Explaining the Effectiveness of World Bank Development Projects (2021)
    World Bank, Washington, DC
    Details
    UID:
    gbv_1806287404
    Format: 1 Online-Ressource
    Series Statement: Policy Research Working Paper No. 9884
    Content: The identification of key determinants of aid effectiveness is a long-standing question in the development community. This paper reviews the literature on aid effectiveness at the project level and then extends the inquiry in a variety of dimensions with new data on World Bank investment project financing. It confirms that the country institutional setting and quality of project supervision are associated with project success, as identified previously. However, many aspects of the development project cycle, especially project design, have been difficult to measure and therefore under-investigated. The paper finds that project design, as proxied by the estimated value added of design staff, the presence of prior analytic work, and other specially collected measures, is a significant predictor of ultimate project success. These factors generally grow in predictive importance as the income level of the country rises. The results also indicate that a key determinant of the staff's contribution is their experience with previous World Bank projects, but not other characteristics such as age, education, or country location. Key inputs to the project production process associated with subsequent performance are not captured in routine data systems, although it is feasible to do so. Further, the conceptualization and measurement of the success of project-based aid should be revisited by evaluative bodies to reflect a project's theorized contribution to development outcomes
    Note: English
    Language: English
    URL: kostenfrei
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Stabi Berlin
  • 10
    Online Resource
    Online Resource
    Estimating the Potential COVID-19 Impacts on Learning Poverty in Brazil (2020)
    Washington, DC : World Bank
    Details
    UID:
    gbv_1835673864
    Format: 1 Online-Ressource
    Content: School closures due to Coronavirus (COVID-19) have disrupted education in Brazil. Before this crisis, forty-two percent of children in Brazil were learning poor. This note simulates the impacts on learning poverty, considering different lengths of school closure. In our intermediate scenario, where schools remain closed for one quarter of the academic year, learning poverty rises 2.6 to 5.2 percentage points
    Note: Brazil , Latin America & Caribbean , South America , English
    Language: English
    URL: kostenfrei
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Stabi Berlin
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