What can policymakers do to provide young people with the skills they need to succeed in an increasingly technology-driven world? How can young people themselves play a bigger role in skills development?
Even in countries with strongly performing, business-friendly economies, a positive relationship between education and training rates and employment outccomes is not automatic. We can clearly see this in Asia.
For those of us working in the education sector, gender equality is a critical development outcome we want to see. Several years of advocacy has seen gender parity being achieved in elementary and even secondary school enrollments.
Where hide the wise answers to questions vexing Technical and Vocational Education and Training (TVET) policy makers and practitioners in developing countries today? They ask, for example: will benefits outweigh costs of building a National Qualifications Framework.
I participated in the South-South Learning on Conditional Cash Transfers workshop held at ADB Headquarters, 16-19 April 2013 that was organized in cooperation with Inter-American Development Bank.
Poor people rely more on the state for essential services and assistance than those in the middle and upper classes, who have more options available to them.
In common with the best international schools, Year 10 students at the school established in Burriam, Thailand by former Senator Mechai Viravaidya, spend a year away from home (in this case, to the Thai beach resort area of Pattaya). There they experience a different culture, gain independence, and develop teamwork as they transition to young adults.
Developing countries in the region have made good progress in increasing student enrollments and financing for education; however, heightened spending has not effectively translated into improved education outcomes. High dropout rates and low completion rates in education further exacerbate the situation in many countries.
A well-developed services sector plays a major role in improving production efficiency and promoting technical progress and innovation. The services sector has expanded rapidly in the People’s Republic of China (PRC) since economic reform was launched in 1979, and particularly after PRC joined the World Trade Organization in 2001. However, the size of the sector as a share of GDP appears to be significantly smaller than expected based on PRC's income level and development stage.
Students from developed East Asia are leading the world in math and science according to just-published results of exams delivered to 600,000 fourth grade students in more than 60 countries and territories including many OECD members.