LEADER 05634nam 2200721 450 001 9910458267503321 005 20200520144314.0 010 $a1-4648-0161-4 035 $a(CKB)2550000001314045 035 $a(EBL)1707273 035 $a(SSID)ssj0001228404 035 $a(PQKBManifestationID)11719835 035 $a(PQKBTitleCode)TC0001228404 035 $a(PQKBWorkID)11279902 035 $a(PQKB)10126598 035 $a(MiAaPQ)EBC1707273 035 $a(DLC) 2013049971 035 $a(Au-PeEL)EBL1707273 035 $a(CaPaEBR)ebr10876190 035 $a(CaONFJC)MIL617234 035 $a(OCoLC)865544021 035 $a(EXLCZ)992550000001314045 100 $a20140612h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aStudent achievement and learning in South Asia $echallenges, opportunities and policy priorities /$fHalil Dundar [and three others] ; cover design, Debra Naylor 210 1$aWashington, District of Columbia :$cThe World Bank,$d2014. 210 4$dİ2014 215 $a1 online resource (421 p.) 225 1 $aDirections in Development. Human Development 300 $aDescription based upon print version of record. 311 $a1-4648-0160-6 311 $a1-306-85983-2 320 $aIncludes bibliographical references at the end of each chapters. 327 $aFront Cover; Contents; Foreword; Acknowledgments; About the Authors; Abbreviations; Overview; Introduction; Box O.1 Key Messages; Boxes; Box O.2 World Bank Education Strategy 2020: Invest Early, Invest Smartly, Invest for All; Box O.3 The Importance of Investing in Education Quality; Figure O.1 Lorenz Curves for School Enrollment and Ability to Write and Divide, India, 2004-05; Figures; The Quality Challenge; Figure O.2 Primary and Secondary Enrollment Rates, South Asia, 2000-11; Figure O.3 Primary Completion Rates in South Asia; Box O.4 India's Sarva Shiksha Abhiyan: A Decade of Progress 327 $aFigure O.4 Proficiency in Arithmetic, Rural Pakistan, by Grade, 2011Figure O.5 Conceptual Framework for Improving Learning Outcomes; A Closer Look at Student Learning in South Asia; Figure O.6 Ability to Divide, Children Ages 8-11 Years, by Age and Per Capita Consumption Expenditure Quintile, India, 2005; Figure O.7 Low-Birthweight Infants, by Region, 2006-10; Box O.5 Teacher Competency in Language and Mathematics, India and Pakistan; Figure BO.5.1 Teacher Scores in Bihar and Uttar Pradesh; Figure BO.5.2 Bangladeshi Teacher and Student Scores on a Common Test 327 $aBox O.6 Teacher Development through Peer Support in Shanghai, ChinaBox O.7 Preventing Patronage-Based Recruitment in Bangladesh and Pakistan; Box O.8 Impact of Performance Pay on Student Outcomes in South Asia; Box O.9 Career Progression for Teachers: The Case of Singapore; Box O.10 Public Student Inputs, Household Expenditures, and Learning Outcomes; Box O.11 Using National Learning Assessment Results: Lessons from Chile, Uruguay, and Uganda; Box O.12 How PISA Promoted Educational Quality in Mexico; Figure O.8 Private School Enrollment, by Gender, in South Asia 327 $aBox O.13 The Promise of Public-Private Partnerships for Improving Education QualityBox O.14 RECURSO: Creating High Expectations among Parents; Priorities for Quality Improvement in South Asia; Looking Ahead; Box O.15 Overcoming Opposition to Education Reform: The Role of Effective Leadership in Latin America; Notes; Bibliography; Part 1 Introduction; Chapter 1 Why Look at Student Learning Outcomes in South Asia?; Introduction; Box 1.1 The Importance of Investing in Education Quality; Progress in School Participation 327 $aBox 1.2 South Asia: National and Regional Reforms in Primary and Secondary EducationFigure 1.1 Proportion of Population Who Have Completed at Least Grades 5 and 10, South Asia, 2010; Figure 1.2 Enrollment Rates in Primary and Secondary Education in South Asia, 2000-10; Figure 1.3 Primary Completion Rates in South Asia; Figure 1.4 Primary and Secondary Pupil-Teacher Ratios in South Asia, by Country, Selected Years; Why Focus on the Quality of Education?; Box 1.3 World Bank Education Strategy 2020: Invest Early, Invest Smartly, Invest for All 327 $aFigure 1.5 Sri Lanka: Firm Ranking of Investment Climate Constraints 330 $aFor the past decade, most South Asian countries have directed their efforts towards achieving universal access to elementary education. While these investments have led to more children being retained in school, they have not translated into better learning outcomes. This report comprehensively analyzes the performance of South Asian educational systems in terms of student learning. It attempts to answer three questions: How well do education systems in South Asia perform? What determines student learning outcomes? What policy options are effective in improving learning outcomes, especially 410 0$aDirections in development (Washington, D.C.) 606 $aEducation, Elementary$zSouth Asia 606 $aEducation and state$zSouth Asia 606 $aAcademic achievement$zSouth Asia 608 $aElectronic books. 615 0$aEducation, Elementary 615 0$aEducation and state 615 0$aAcademic achievement 676 $a372.95 702 $aDundar$b Halil 702 $aNaylor$b Debra 712 02$aWorld Bank, 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910458267503321 996 $aStudent achievement and learning in South Asia$92482730 997 $aUNINA