New technologies hold great potential to improve education in developing Asia and the Pacific. Here are a few guiding principles to help to ensure interventions are relevant.
Effective project implementation demands real-time monitoring of construction progress and quality in the field.
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.
More than 4.4 million poor Filipino families receive regular cash grants from the government to help them make ends meet. But they aren’t getting money for nothing—there is a catch: families only get the cash if their children go to school and get regular health check-ups, and if the parents go to family development sessions every month.
Fifteen years ago I was working for a nongovernment organization (NGO) in Bangladesh documenting stories of training and economic empowerment of communities. A common recurring theme in virtually all the communities was the gender stereotyping in skills training programs.
How is Nepal getting its education back on track after the deadly earthquake? The government has decided the best way forward is to deploy 15,000 transitional learning centers to re-start the education process immediately.
Teaching science, technology, engineering and math benefits students and society in a variety of ways.
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.