News and Research 44: Autonomous Higher Education




World Bank funds US$155 Million to Support Autonomous Higher Education in Vietnam  The World Bank’s Board of Executive Directors approved today US$155 million in financing to strengthen the research, teaching, and institutional capacity of three autonomous universities and improve the management of Vietnam’s higher education system.  More than 150,000 students and 3,900 members of faculty will benefit from the investments for Vietnam’s National University of Agriculture, the University of Science and Technology in Hanoi, and the Industry University of Ho Chi Minh City. Some 600,000 students and 27,000 lecturers from other higher education institutions will also broaden their learning resources by gaining access to a digital library at the National Economics University…The project will support the financing of new facilities and equipment for teaching and research, as well as the strengthening management systems. Science and technology universities as well as research-oriented institutions will benefit, so that lessons can be generalized to inform policies on autonomy and quality assurance for the universities…

Extreme selection methods spark China education storm…Shanghai private schools assess parents and grandparents along with prospective pupils

Pakistan to cooperate with N Chinese port city in vocational education

Cognitive ability, parenting and instruction in Vietnam and Germany

Implications for Teacher Training and Support for Inclusive Education in Cambodia: An Empirical Case Study in a Developing Country

Paying for education in Dubai: is it really worth it?

Hands-on work beats theory, Hong Kong vocational educators using VR technologies say

School for refugee children, run by refugees in Indonesia


Coping with change: International differences in the returns to skills

Earnings over the Life Course: General versus Vocational Education

Tills and skills: How to prepare America’s retail workers for technological change

Make education free of charge?

Compensation, Diversity and Inclusion at the World Bank Group

News and Research 43: What are Non-cognitive Skills?

returnsNon-cognitive skills: What are they and why should we care? With trends such as automation causing fundamental shifts in the labor market, research is increasingly looking at the value of non-cognitive skills or socioemotional skills…

My latest with Psacharopoulos: Education Financing Priorities in Developing Countries


Rigorous Preschool Research Illuminates Policy (and Why the Heckman Equation May Not Compute)

Do Democracies Provide Better Education? Revisiting the Democracy-Human Capital Link

Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done About It

Using Artificial Intelligence As a Teaching Assistant To Help With Questions Online

The Misallocation of Pay and Productivity in the Public Sector: Evidence from the Labor Market for Teachers

IS higher education a public good?

Compensation, Diversity and Inclusion at the World Bank Group  This paper examines salary gaps by gender and nationality at the World Bank Group between 1987 and 2015…

Will the robot war on jobs change higher education?



News and Research 42: Shared principles for equitable and excellent basic education


psachLearning for all: shared principles for equitable and excellent basic education systems  More than 200 participants – including government officials, policymakers and education experts from over 20 countries gathered in Jakarta, Indonesia, for the global conference Learning for All: Shared Principles for Equitable and Excellent Basic Education SystemsThe conference addressed themes related to improving learning outcomes for all students, including how to support effective teaching and early childhood development, balancing school autonomy and accountability, and how education systems can build the skills needed for the 21st century…[more]

Indonesia needs to revive interest in reading books

Education in Cambodia – GPE

Private education plays expanding role across Africa

How a former economist in a village near Dehradun is transforming lives of the poorest of the poor

Northwestern economist receives lifetime achievement award

Daily chart: Higher education in Britain is still good value compared with America

Economy mega shifts are here to stay – Tap your talents to thrive

250 Million Children Lack Basic Reading Skills. Let’s Make It Zero.

The Comparative Politics of Education: Teachers Unions and Education Systems around the World

Going beyond basic indicators: A new tool to measure education service delivery

Teacher performance pay: Experimental evidence from Pakistan

The Business of Education in Africa

Social intelligence will revolutionize education. Here’s how:

Prof. George Psacharopoulos: Sixty Years of Returns to Education, Where Do We Stand?

How China Escaped the Poverty Trap

how china

In 1980 China’s GDP per capita was $193. Lower than that of Bangladesh, Chad and Malawi.  This means that average food consumption was below basic nutritional standards.  But 30 years later, China is the world’s second largest economy, the world’s largest exporter and GDP per capita jumped 30-fold to $6,091 – at the same time Malawi’s income grew by $50. How China Escaped the Poverty Trap by Yuen Yuen Ang documents in detail the process of economic development and shows how improving institutions and opening up of markets simultaneously led to economic growth.

News and Research 41: China to make high school compulsory


chinaChina to make high school compulsory

Move expected to raise enrollment ratio, support children in less developed areas. The country is to extend the current nine-year compulsory education to encompass high school students nationwide by 2020, according to a guideline recently released by the Ministry of Education and other three ministries. The Guideline for Popularizing High School Education (2017-20), released early this month, aims to raise the gross enrolment ratio for high schools to above 90 percent on average nationwide with rates in central and western China substantially improved. Last year, China’s overall gross enrollment ratio was 87.5 percent for high schools, meaning a rise of 2.5 percentage points in the next four years, according to the guideline. The ratio is a statistical measurement to show the number of enrolled students to those who qualify for certain grades, ranging from primary school to middle and high school periods. Over the past few decades, China required children to attend primary and middle schools, while high school was not obligatory. Meanwhile, the document said the country is set to achieve a more reasonable structure between high school and secondary occupational education while enrolling a larger number of children into both schools. In addition, these schools will enjoy more funds and better facilities to significantly improve the quality of education. High school is a special and important stage for most Chinese students, which links the nine-year compulsory education and college time they will spend before getting a job. That’s why high school has been considered a key period to improve quality of the nation’s human resources. The guideline was in line with China’s 13th Five-Year Plan (2016-20), which pledges to popularize high school education by the end of this period. The new document is also to bridge regional disparity of high school education as the central and western regions lag far behind the east…

Variation in Education Costs and Future Earnings  Future earnings differ substantially across college majors, but so do instructional costs. They don’t always line up…

America’s Missing Workers Are Primarily Middle Educated

Social inclusion essential for eradicating poverty

How Dubai Cares is getting children into school

800 million students will be unemployed by 2030: Here’s why

Asians spend seven times as much as Americans on tutoring to give their kids an edge

Evidence of Private Wage Returns to Schooling in Indonesia from Labor Force Surveys

Returns to Education Using a Sample of Twins: Evidence from Japan

Escuela Nueva is 30 years old: Bringing a student-centered participatory pedagogy to scale in Colombia

Returns to Education During and After the Economic Crisis: Evidence from Latvia 2006–2012

Benefits to elite schools and the expected returns to education: Evidence from Mexico City

Flourish or Fail? The Risky Reward of Elite High School Admission in Mexico City

Impact of Universal Primary Education Policy on Out of School Children in Uganda

High School Track Choice and Liquidity Constraints: Evidence from Urban Mexico

Public-Private Partnerships in Education Presentation at Harvard Ministerial Leadership Forum, April 25, 2017

The impact of an accountability intervention with diagnostic feedback: Evidence from Mexico


The impact of an accountability intervention with diagnostic feedback: Evidence from Mexico

The impact of an accountability intervention with diagnostic feedback: Evidence from Mexico

Economics of Education Review Volume 58, June 2017, Pages 123-140

Rafael de Hoyos                   Vicente A. Garcia-Moreno                 Harry Anthony Patrinos


•    We assess a low-stakes accountability intervention in Mexico
•    The main outcomes of interest are national student assessment test scores
•     A difference-in-difference and a regression discontinuity design are used to identify effects
•     Information on results led to significant positive changes in test scores in a short period of time
Abstract: The Mexican state of Colima implemented a low-stakes accountability intervention with diagnostic feedback among schools with the lowest test scores in the national assessment. A difference-in-difference and a regression discontinuity design are used to identify the effects of the intervention on learning outcomes. The two strategies consistently show that the intervention increased test scores by 0.12 standard deviations only a few months after the program was launched. The results indicate that full and wide dissemination of information detailing school quality is critically important.

Keywords: Accountability; Information; Education


El impacto de una intervención de rendición de cuentas con la retroalimentación diagnóstica: evidencia de México

Rafael de Hoyos                Vicente A. García-Moreno               Harry Anthony Patrinos

Economics of Education Review Volume 58, June 2017, Pages 123-140

  • Evaluamos una intervención de rendición de cuentas de bajo riesgo en México.
  • Los principales resultados de interés son los resultados de las pruebas nacionales de evaluación de los estudiantes.
  • Se utiliza un diseño de diferencia en diferencia y una discontinuidad de regresión para identificar los efectos.
  • La información sobre los resultados condujo a cambios positivos significativos en los resultados de las pruebas en un corto período de tiempo.

Resumen: El estado mexicano de Colima implementó una intervención de rendición de cuentas de bajo riesgo con retroalimentación de diagnóstico entre las escuelas con los puntajes más bajos en la evaluación nacional. Se utiliza un diseño de diferencia en diferencia y de discontinuidad de regresión para identificar los efectos de la intervención sobre los resultados del aprendizaje. Las dos estrategias consistentemente muestran que la intervención aumentó los resultados de las pruebas en 0,12 desviaciones estándares sólo unos meses después del lanzamiento del programa. Los resultados indican que una difusión completa y amplia de información que detalla la calidad de la escuela es de importancia vital.

Palabras clave: Responsabilidad; Información; Educación

Acknowledgements: The authors gratefully acknowledge funding from the World Bank’s Research Support Budget and the comments of participants at the World Bank’s economics of education seminar. Thanks to Óscar Hernández and staff at the Secretariat of Education of Colima, Mexico, for all the support provided during the evaluation.