Documents et rapports

Djibouti - Expanding Opportunities for Learning Project : Additional Financing (anglais)

The development objective of Expanding Opportunities for Learning Project for Djibouti is to increase equitable access to basic education, improve teaching practices, and strengthen MENFOP's management...

Djibouti - Projet de Renforcement des Opportunités d’Apprentissage : Financement Additionnel (français)

L'objectif de développement du Projet d'Élargissement des Opportunités d'Apprentissage pour Djibouti est d'accroître l'accès équitable à l'éducation de base, d'améliorer les pratiques pédagogiques et de...

Designing and Building Environmentally Sustainable, Play-based Early Learning Spaces : Operational Guidance Note (anglais)

This note aims to provide practical guidance to World Bank teams on how to support World Bank clients in designing and building and/or adapting pre-primary education PLEs that are conducive to quality...

Invest in Childcare : Summaries of Country Grants and Impact Evaluations as of March 2025 (anglais)

This report focuses on the list of awarded Invest in Childcare country grants and impact evaluations (2022-2026).

Learning in World Bank Lending – An Independent Evaluation (anglais)

The World Bank Group considers itself a “Knowledge Bank.” The Bank’s knowledge work contributes to development outcomes both by informing clients in various policy and reform areas, and by informing staff...

Djibouti - Projet de Renforcement des Opportunités d’Apprentissage (français)

Angola - Projecto Empoderamento da Rapariga e Aprendizagem para Todos (PAT II) : Missão de Implementação e Apoio - 18 a 21 de Novembro de 2024 (portugais)

Teach: Supporting Informed Decisions on Education Improvement (anglais)

Teach is an open access classroom observation tool that provides insights into one of the most crucial and often overlooked aspects of student learning: what happens in the classroom. The tool is designed...

World - Second Phase for DGM Program and Global Learning and Knowledge Exchange Project : Implementation Support Mission - November 1, 2023 to October 31, 2024 (anglais)

Confronting the Learning Crisis Lessons from World Bank Support for Basic Education, 2012–22 - An Independent Evaluation (anglais)

Before the COVID-19 pandemic, learning poverty, defined as the share of children younger than 10 years of age who have not achieved minimum reading proficiency, as adjusted by the proportion of children...

Ghana - Accountability for Learning Outcomes Project (GALOP) : Additional Financing : Implementation Support Mission - July 25 to August 2, 2024 (anglais)

Learning Loss as a Result of COVID-19 : Evidence from a Longitudinal Survey in Malawi (anglais)

School closures from COVID-19 have resulted in large learning losses, from 0.05 to 0.17 standard deviations in high income countries, equivalent to two to six months of lost learning. However, the extent...

Green, Resilient, Inclusive, and Learning-Oriented (GRILO) Schools in Brazil (anglais)

This policy note aims to outline the importance and provide empirical evidence on the conditions and risks associated with green, resilient, inclusive, and learning-oriented spaces in Brazilian schools...

Skills Development in the Era of AI : Skills4Dev (June 2024) (Issue 12) (anglais)

The rise of artificial intelligence (AI) has brought about a new era of potential for skills development. UNESCO's 2021 report on AI in education provides a comprehensive overview of the topic, highlighting...

Learning Poverty Updates and Revisions : What’s New? (anglais)

The June 2022 release of Learning Poverty estimates involves several changes to the data underlying the country-level Learning Poverty figures. This document provides details of the key changes made. Some...

Togo - Learning Poverty Brief - 2024 (anglais)

Learning Poverty shows the extent of the learning crisis by focusing on the share of children who don’t learn to read with comprehension by age 10. Children who are Learning Poor are not able to reach...

New Zealand - Learning Poverty Brief 2024 (anglais)

In low- and middle-income countries, more than half the children cannot read and understand a short age-appropriate text by the end of primary school. This learning crisis threatens countries’ efforts...

Hong Kong SAR, China - Learning Poverty Brief 2024 (anglais)

In low- and middle-income countries, more than half the children cannot read and understand a short age-appropriate text by the end of primary school. This learning crisis threatens countries’ efforts...

Malaysia - Learning Poverty Brief 2024 (anglais)

In low- and middle-income countries, more than half the children cannot read and understand a short ageappropriate text by the end of primary school. This learning crisis threatens countries’ efforts...

Cambodia - Learning Poverty Brief 2024 (anglais)

In low- and middle-income countries, more than half the children cannot read and understand a short age-appropriate text by the end of primary school. This learning crisis threatens countries’ efforts...