Opinion and stories

#WDR2018 Reality Check #17: The World Bank’s Reports and its Practices – Organised Hypocrisy? By Salim Vally

Credits: Dominic Chavez/World Bank.

This blog argues that the inconsistencies of the World Bank seen as instances of ‘organised hypocrisy’ and ‘duplicity’ are not new nor are they limited to the area of education. On the heels of the WDR, another significant World Bank report, The Changing Wealth of Nations 2018: Building a Sustainable Future, was released...

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#WDR2018 Reality Check #16: Early Childhood Education, Poverty and Privatization: Why is ECE so important and underfunded in World Bank policy? By Carol Anne Spreen

Credit: GPE/Chantal Rigaud

Learning does not begin when a child enters school. It is widely known that from birth to age five the brain develops more rapidly than at any other stage of life, and it is also most sensitive to influences from the external environment (such as cognitive stimulation, language development, care, imagination but also negative in...

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Reflections on GPE replenishment: rhetoric, facts, questions and the way forward.

Credit: GPE/Heather Shuker

The city of Dakar, the fascinating and lively capital of Senegal, was the stage of two key moments in the history of global governance of education. First, in the year 2000, it hosted the World Education Forum that adopted the Education for All Goals. Second, eighteen years later, on February 2, it held the Global Partnership fo...

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#WDR2018 Reality Check #15: Technical and vocational education and training – realising the potential to transform the lives of millions, by Pat Forward

Credits: Dana Smillie / World Bank

The most striking features of the World Development Report 2018’s chapter on technical and vocational training (TVET) are that it is a superficial examination of the role and impact of TVET around the world, and that it persists in perpetuating a very narrow framing of the role that the sector plays.

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