High test scores by primary school students do not necessarily translate into more innovative, competitive economies. But they probably don’t hurt either.
It is up to policy makers to unlock the enormous potential of services in the People’s Republic of China.
Asia and the Pacific face challenges in reforming education and skills development but there are also real opportunities.
Schools that follow the social entrepreneurial business model are often established by visionary leaders that share a passionate belief in the transformational power of education.
The poor in Asia and the Pacific are most in need of public services but often have few tools to demand these vital programs from their governments.
The Pantawid Pamiliya is on track to achieve its objectives of promoting investments in the health and education of children while providing immediate financial support to poor families.
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.
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.
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.
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?