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.
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.
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.
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.
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?