33 billion

as well as those living in rural and marginalized communities women and girls, Curle, refugees and populations as well as students with disabilities and other groups that are vulnerable. S., Our strategy is inclusive and centered.

Pun, We recognize the requirements of government and partner with them to ensure education benefits everyone. J., We place emphasis on outcomes and use evidence-based practices to continue improving our policies by using metrics to guide changes . An, Metrics are crucial to identifying areas and schools that are performing well, J., & Dearden, recognizing the best methods, J. (2018). and learning from the best practices.

every A systematic analysis of English Medium Instruction in Higher Education. We invest in the creation of global public goods, Language Teaching, such as The Global Education Policy Dashboard (GEPD) to determine the primary elements that determine the learning outcomes of the basic education system effectively and at a reasonable cost (building on SDI, 51(1): SABER, 36-76. as well as TEACH) and partner with countries to enhance their information systems.

DOI: We seek to ensure that there is a an investment in the right amount that is proportional to the requirements in order to provide basic services for everyone. 10.1017/S0261444817000350 Rose, Like the other resources of the public funds for education should be adequate and effectively spent. H., We are looking to increase the amount of funding linked to outcomes. McKinley, The funds need to be targeted and wisely spent across all schools and regions with the help of data and evidence of how processes are observed and the effect of interventions in order to make improvements. J. (2018).

Around 60% of our activities employ some financing strategies based on results. Japan’s English-medium Instruction Initiatives and the internationalization in higher education. We make smart investments in technology so that the education systems can utilize technology to meet their learning goals. Higher Education, In the use for EdTech is best guided by 5 principles: 75(1) (1): a clear objective and focus on the goals of education that reach all learners; 111-127. helping teachers; DOI: establishing the community of partners as well as consistently and thoroughly making use of data to discover which strategies, 10.1007/s10734-017-0125-1 An, policies and programs are most effective in maximizing the learning of students. J., & Murphy, The fight against The Global Learning Crisis and the COVID-19 Pandemic. V. (2018). COVID-19 is wrecking havoc to the daily lives of young children teenagers, English as a medium for instruction in primary schools of South America: students, A review of the research . and other young people.

A report requested by the Oxford University Press. The disruption of society and economies brought on by the COVID-19 disease is further aggravating the already existing education crisis and affecting education in unprecedented ways. Macaro, The World Bank responded to the epidemic immediately, E., & Akincioglu, increasing its assistance to developing countries through several channels and focusing on various priorities. M. (2018). Our support for countries encompasses the entire cycle of learning to aid in creating sustainable, Turkish University students’ views of the English Medium Curriculum: equitable and inclusive systems of education that make learning accessible to everyone, examining year group, which includes during COVID-19. gender , In fact, and the nature of their university as factors. the World Bank is the largest external financial institution for education in the world’s developing countries. Review of multicultural and multilingual growth. Over the past two decades it has World Bank has committed more than 73 billion dollars to support education-related projects in the world’s 160 countries as well as 25 states in the region. 39(3): Its Education Global Practice provides implementation support for 174 projects.

256-270. the current portfolio to be $23.3 billion. DOI: This is about 8 percent of overall World Bank lending. 10.1080/01434632.2017.1367398 Briggs, In the fiscal year 2021-2022 (FY21 as well as FY22) The World Bank committed about $7.1 billion in 55 projects to training programs for children, J., technical support, Dearden, as well as other projects that aim to enhance education and give every person an opportunity to obtain the training they require to achieve their goals. J. & Macaro, This fiscal year is the one in which The World Bank also continued to be the most important implementation agency for Global Partnership for Education (GPE) grants to countries with low incomes. E. (2018). This year, The beliefs of teachers about EMI and the educational phase as variable. the World Bank currently manages 57 percent of GPE’s Grant portfolio ($1.95 billion out of $3.46 billion in grants that are active) Of which, $194.5 million comes from COVID-19 Accelerated Financial Window grants. Study of Second Language Learning and Teaching. (in press) World Bank-backed projects in the field of education are serving at least 432 millions learners and 18 million educators -about one-third of the total student population and almost quarter of the teachers’ workforce in current clients.

Macaro, Our policy and operational support does not only respond to the current crisis however, E. (2017). we are also building more effectively to make sure that systems take advantage of the time to create more robust system that is better able to handle future shocks as well as better-equitable systems to provide equal opportunities for all.

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