Documents et rapports
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Screen Time in Early Childhood Education : Balancing the Digital Scales (anglais)
Many existing approaches to screen time management rely on simplistic time limits or general warnings that fail to address the complex realities families face. Parents often turn to screens as practical...
Type de document: Rapport Numéro du rapport: 203549 Date du document: 30 juillet 2025 Mode de publication: Disclosed Auteur: Molina, Ezequiel
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El tiempo frente a la pantalla en la educación infantil : Equilibrar la balanza digital (espagnol)
Muchos de los enfoques existentes para la gestión del tiempo frente a la pantalla se basan en límites de tiempo simplistas o advertencias generales que no abordan las complejas realidades a las que se...
Type de document: Rapport Numéro du rapport: 203549 Date du document: 30 juillet 2025 Mode de publication: Disclosed Auteur: Molina, Ezequiel
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Formulating Policies to Address the Gender Digital Skills Divide in Sub-Saharan Africa (anglais)
The rapid expansion of the digital economy in Sub-Saharan Africa (SSA) presents opportunities and challenges in addressing the gender digital skills divide. This report analyzes comprehensive, genderresponsive...
Type de document: Document de travail (série numérotée) Numéro du rapport: 203095 Date du document: 30 juin 2025 Mode de publication: Disclosed Auteur: Luque, Alberto Munoz Najar,Gala, Priyal Mukesh,Barron Rodriguez, Maria Rebeca
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Innovative Financing of Education Technology as Part of Maximizing Financing for Development (anglais)
Digital technologies are increasingly important for delivering inclusive, resilient, and high-quality education, yet financing their effective deployment remains a key constraint in many low- and middleincome...
Type de document: Document de travail (série numérotée) Numéro du rapport: 203096 Date du document: 30 juin 2025 Mode de publication: Disclosed Auteur: Carvalho, Frederico,Lee, Changha,Byanjeru, Yvonne
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Digital Skills Development: Competence Frameworks, Assessment Tools, and Pedagogical Approaches (anglais)
This study provides a comprehensive review of digital skills frameworks, competences, and assessment tools, emphasizing the critical role of digital proficiency in personal, professional, and educational...
Type de document: Document de travail (série numérotée) Numéro du rapport: 203091 Date du document: 30 juin 2025 Mode de publication: Disclosed Auteur: Angel-Urdinola, Diego,Chinen, Marjorie H,Rodon Casarramona, Gemma
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Strategies for Enhancing Digital Skills among Africa’s NEET Youth (anglais)
This background paper examines the critical issue of how to enhance digital skills among youth who are not in employment, education, or training (NEET) in Africa to prevent approximately 72 million young...
Type de document: Document de travail (série numérotée) Numéro du rapport: 203090 Date du document: 30 juin 2025 Mode de publication: Disclosed Auteur: Gala, Priyal Mukesh,Namit, Kabira,Kidwai, Huma
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Analyzing the Gender Digital Skills Divide in Sub-Saharan Africa: Current State and Contributing Factors (anglais)
his paper examines the current state of the gender digital skills divide in Sub-Saharan Africa (SSA), drawing on a broad set of data sources to assess disparities between men and women across key dimensions...
Type de document: Document de travail (série numérotée) Numéro du rapport: 203094 Date du document: 30 juin 2025 Mode de publication: Disclosed Auteur: Voufo, Christiane Wendy,Gala, Priyal Mukesh,Barron Rodriguez, Maria Rebeca
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Pedagogical and Curricular Approaches to Teaching Digital Skills: What are some of the most effective ways to teach digital skills in both formal and non-formal educational settings? (anglais)
The increasing need for digital skills is driving countries worldwide to invest heavily in digital skills education, but the most effective practices for developing these skills remain unclear. This paper...
Type de document: Document de travail (série numérotée) Numéro du rapport: 203089 Date du document: 30 juin 2025 Mode de publication: Disclosed Auteur: Lee, Changha,Freeman, Barbara,Gikunda, Agatha Mutheu,Martinez, Mabel
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Digital Skills, Innovation, and Economic Transformation: Opportunities and Challenges for Sub-Saharan Africa (anglais)
This study explores the link between digital skills, innovation, and economic transformation in the context of Africa, focusing on the role and potential contribution of higher education institutions in...
Type de document: Document de travail (série numérotée) Numéro du rapport: 203093 Date du document: 30 juin 2025 Mode de publication: Disclosed Auteur: Salmi, Jamil,Amegah, Alice,Shinde, Aarya Rajendra
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Revolução da Ia no Ensino Superior : O Que Você Precisa Saber (portugais)
A Inteligência Artificial (IA) está revolucionando o Ensino Superior (ES), transformando a forma como os alunos aprendem, os professores ensinam e as instituições operam. Em toda a América Latina e Caribe...
Type de document: Fiche Numéro du rapport: 200478 Date du document: 5 mai 2025 Mode de publication: Disclosed Auteur: Molina, Ezequiel,Vasquez, Exequiel Enrique Medina
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AI Revolution in Higher Education : What you need to know (anglais)
Artificial Intelligence (AI) is revolutionizing Higher Education (HE), transforming how students learn, faculty teach, and institutions operate. Across Latin America and the Caribbean (LAC), AI-powered...
Type de document: Fiche Numéro du rapport: 200478 Date du document: 15 avril 2025 Mode de publication: Disclosed Auteur: Molina, Ezequiel,Vasquez, Exequiel Enrique Medina
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Revolución de la IA en Educación Superior : Lo que hay que saber (espagnol)
La Inteligencia Artificial (IA) está revolucionando la Educación Superior (ES), transformando la forma en que los estudiantes aprenden, los profesores enseñan y las instituciones despliegan sus modelos...
Type de document: Fiche Numéro du rapport: 200478 Date du document: 15 avril 2025 Mode de publication: Disclosed Auteur: Molina, Ezequiel,Vasquez, Exequiel Enrique Medina
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Rethinking Teaching Quality : The Role of Engagement in the Teaching and Learning Process (anglais)
Engaging teaching has emerged as a key approach to fostering children’s socio-emotional and cognitive skills. This policy note draws on findings of a recent comparative study on the LEGO Foundation’s Engage...
Type de document: Fiche Numéro du rapport: 197556 Date du document: 1 février 2025 Mode de publication: Disclosed Auteur: Bazaldua, Diego Luna,Carter, Emma
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Validating Teaching Observation Tools : A Content-Based Approach for PLAY and Teach Primary (anglais)
This study compares two tools used to observe and assess how teachers support student learning: the LEGO Foundation’s Engage tool, formerly PLAY, and the World Bank’s Teach Primary tool. The goal was to...
Type de document: Rapport Numéro du rapport: 197557 Date du document: 1 février 2025 Mode de publication: Disclosed Auteur: Bazaldua, Diego Luna,Carter, Emma Jane
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The Effects of Early Childhood Development (ECD) Programs on the Socio-emotional Well-being of Children and Caregivers in Refugee and Forced Displacement Settings (anglais)
Early childhood is a crucial period for skills development and socio-emotional growth. Forcibly displaced children experience significant trauma, necessitating effective interventions. This paper examines...
Type de document: Document de travail Numéro du rapport: 196698 Date du document: 21 janvier 2025 Mode de publication: Disclosed Auteur: Armijo Martinez, Maria Estela,Belaynehe, Tina Asnake
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Unlocking Potential : Enhancing Education Quality in the Western Balkans Based on Insights from the PIRLS 2021 and PISA 2022 Studies (anglais)
Western Balkan countries are consistent participants in international learning assessments like the Program for International Student Assessment (PISA) and Progress in International Reading Literacy (PIRLS)...
Type de document: Rapport Numéro du rapport: 196308 Date du document: 13 janvier 2025 Mode de publication: Disclosed Auteur: Shmis, Tigran,Cahu, Paul Marie Michel,Brajkovic, Lucia,Gresham, James
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What’s at Play? Unpacking the Relationship between Teaching and Learning (anglais)
Using unique nationally representative school and system survey data from 13 education systems in low and middle-income countries collected through the World Bank’s Global Education Policy Dashboard (GEPD)...
Type de document: Document de travail (série numérotée) Numéro du rapport: 196418 Date du document: 1 janvier 2025 Mode de publication: Disclosed Auteur: Stacy, Brian,Akmal, Maryam,Rogers, Halsey,Venegas Marin, Sergio,Rajaram, Hersheena,Farysheuskaya, Viyaleta
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Testing the Promise of Digital Scaling : In-Person versus App-Based Training for Women Entrepreneurs (anglais)
Business training has long been a staple of development policy, with annual expenditures exceeding US$ 1 billion in low- and middle-income countries. The vast majority of training is delivered in person...
Type de document: Document de travail de recherche sur les politiques Numéro du rapport: WPS10992 Date du document: 4 décembre 2024 Mode de publication: Disclosed Auteur: Cassidy, Rachel,Ebrahim, Menaal Fatima,Ubfal, Diego Javier
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Guidance Note on Designing and Implementing Early Childhood Parenting Programs (anglais)
Evidence-based parenting programs are interventions aimed at improving behaviors, parental practices, skills, and knowledge to promote healthy child development, through support and education from professionals...
Type de document: Fiche Numéro du rapport: 197492 Date du document: 30 novembre 2024 Mode de publication: Disclosed Auteur: Bozmamadova, Manzuma,Laouali, Rayanatou,Walder, Pia Sosa
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Guidance Note on Designing and Implementing Quality Early Learning Environment Principles in Low-and Middle-Income Countries (anglais)
Strengthening the learning environment in Early Childhood Education (ECE) is crucial for enhancing children’s learning experiences. A quality learning environment in ECE is characterized by dynamic opportunities...
Type de document: Fiche Numéro du rapport: 197493 Date du document: 30 novembre 2024 Mode de publication: Disclosed Auteur: El Nahass, Nevine,Jarrah, Ayah Mohammad Moied Issam,Mziray, Magreth Paul