Thursday, November 03, 2011
[IWS] World Bank: SKILLS, NOT JUST DIPLOMAS: MANAGING EDUCATION FOR RESULTS IN EASTERN EUROPE AND CENTRAL ASIA [November 2011]
IWS Documented News Service
_______________________________
Institute for Workplace Studies----------------- Professor Samuel B. Bacharach
School of Industrial & Labor Relations-------- Director, Institute for Workplace Studies
Cornell University
16 East 34th Street, 4th floor---------------------- Stuart Basefsky
New York, NY 10016 -------------------------------Director, IWS News Bureau
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World Bank
Skills, Not Just Diplomas: Managing Education for Results in Eastern Europe and Central Asia [November 2011]
by Lars Sondergaard and Mamta Murthi
with Dina Abu-Ghaida, Christian Bodewig, and Jan Rutkowski
http://siteresources.worldbank.org/ECAEXT/Resources/101411_FullReport.pdf
[full-text, 270 pages]
[excerpts]
Fabled for uniform access and high quality of education 20 years ago,
the countries in this region have struggled to maintain their reputation.
Three factors have contributed to the slide in quality and relevance.
First, one of the legacies of central planning is that the countries pay
too much attention to the measurement of inputs into learning—such
as the number of schools and the number of teachers—and not enough
to outcomes. Indeed, they have been late in developing systems to
assess how much students are learning and whether learning is leading
to employment. In this sense, their education systems operate in the
dark, which makes policy making extremely difficult. Second, the system
of management, also a vestige of the past, limits the ability of
schools to improve the learning environment for students, as well of
municipalities that may want a different mix of programs to meet local
labor market needs. As with assessment, the countries have been slow
to embrace the governance and accountability reforms that are now
part of the landscape of education systems the world over. These limitations
to autonomy and accountability for outcomes have reduced the
energy and the incentives for improvements from within the system,
contributing to a shortage of skills. Indeed, firm complaints about the
shortage of relevant skills for expansion and growth have risen to a crescendo
in most countries. Finally, the systems increasingly allocate
resources where they are not needed. For example, the sharp decline in
student numbers in the past 20 years has not resulted in a commensurate
decline in the number of classrooms and teachers. As a result,
resources are increasingly tied up in buildings and teachers where they
may be better spent elsewhere. Most of these limitations are found not
just in schools but extend to higher education and to training.
...
This book makes the case that improving the quality and relevance of
education requires a fundamental change of approach to education in the
countries of the region. To start with, education systems need to “turn the
lights on” and take seriously the measurement of what students actually
learn as opposed to measurement of the inputs into the education process
on the implicit assumption that learning follows. This assessment needs
to inform both teaching and policy making. Policy makers also need to
move away from controlling inputs and processes and instead increase the
emphasis on incentives to improve student learning, whether in school or
in higher education. And, finally, for these reforms to be financially fea-
sible, current spending on education needs to be used much more effectively.
In particular, countries in the region cannot afford to maintain one
of the lowest class sizes in the world while heating and lighting halfempty
buildings when resources are needed elsewhere.
Contents
Foreword xv
Acknowledgments xix
Abbreviations xxi
Overview 1
The Skills Challenge 2
Why Are Skills an Emerging Problem if
Education Systems Are Delivering? 4
Priority Areas for Action 7
Managing Education Systems for Results 9
Build the Foundations of Adult Learning Systems 14
Conclusion 14
Notes 15
Chapter 1 The Demand for Skills in ECA 17
Background: The Demand for Highly Skilled
Labor in the Global Knowledge Economy 18
Demand for Skilled Labor Has Risen in the
ECA Region 20
Unemployment Patterns in ECA Countries
Confirm the Demand for Skilled Labor 25
Wages Have Risen for Skilled Labor 31
Lack of Needed Skills Is Impeding
Enterprise Growth 36
Skills Mismatch in the ECA Region 39
Summary 41
Notes 43
Chapter 2 Education and the Supply of Skills to the
ECA Market 47
Background: The Global Knowledge Economy
Requires Lifelong Learning 48
Formal Education in ECA Countries: High
Attainment and Good Quality Relative
to Current Income Levels 50
Why Are Skills Emerging as a Problem if
Education Systems Are Delivering? 52
Students May Not Be Acquiring the Right Skills 63
Adult Learning Is Limited in the Region 65
Summary 77
Annex 2A: Education Systems in ECA Today 80
Notes 87
Chapter 3 Resolving the Skills Shortage in the
ECA Region: A Policy Framework 89
Operating in the Dark: Ministries Know
Too Little to Effectively Manage the
Education Sector 90
Legacy of Central Planning 96
Inefficient Use of Funds 103
Addressing the Skills Challenge 108
Summary 111
Notes 112
Chapter 4 Managing for Results at the Pre-University
Level of Education 115
Track Student Learning and Employment
Outcomes 116
Expand Autonomy in Exchange for
Accountability for Results 120
SNJD.indb vi 9/27/11 10:10:04 PMContents vii
Improve the Efficiency of Resource Use 126
Summary 136
Notes 138
Chapter 5 Managing for Results in the Tertiary
Education Sector 139
Introduce Learning Assessments and Track
Employment Outcomes 140
Strengthen Accountability 152
Introduce Performance-Based Financing and
Encourage Private Funding Resources 159
Summary 162
Notes 163
Chapter 6 Advancing Adult Learning in ECA 165
Building the Foundations for Adult
Learning Systems 166
Promote Autonomy and Accountability
of both Public and Private Providers 172
Ensure the Efficiency of Sector Financing 175
Continued Government Role in Retraining
and Education for the Unemployed 183
Priorities for Adult Education and Training
Systems in ECA Countries 187
Summary 191
Notes 191
Chapter 7 Extended Summary: The Path for Education
Reforms in the ECA Region 193
The Skills Challenge in the ECA Region 194
Why Are Skills an Emerging Problem if
Education Systems Are Delivering? 197
Priority Areas for Action 203
Managing Education Systems for Results 207
Build the Foundations of Adult Learning Systems 219
Summary 220
Notes 222
References 2
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Stuart Basefsky
Director, IWS News Bureau
Institute for Workplace Studies
Cornell/ILR School
16 E. 34th Street, 4th Floor
New York, NY 10016
Telephone: (607) 262-6041
Fax: (607) 255-9641
E-mail: smb6@cornell.edu
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