The Philippines has made remarkable progress in improving the quality of basic education in recent decades. Even so, despite significant improvements in primary and secondary education, the number of students who drop out of school remains worryingly high. More than five million youths have...

It is generally believed that information and communication technologies (ICTs) can empower teachers and learners, promote change and foster the development of '21st century skills, but data to support these beliefs are still limited. There is widespread belief that ICTs can and will empower...

Client feedback surveys in Africa indicate that the Bank's performance requires strengthening with regard to (a) respect for local cultures, (b) adaptation of knowledge to the local context and (c) incorporation of local knowledge into development efforts. They would like to see greater...

This learning note prepares policymakers to engage with their technical experts and staff in designing and implementing an evidence-informed response to the challenges of existing and future slum settlements. To that end, the note discusses a set of indicators and data analysis techniques needed...

Before the COVID-19 pandemic, global learning levels were unacceptably low. In 2019, learning poverty, the share of children unable to read and understand a simple text by age 10, had reached 57 percent in low- and middle-income countries (World Bank and others 2022b). This constituted a global...

To mark the retirement of Robert S. McNamara as President of the World Bank after thirteen years of service, the Bank's Executive Directors commissioned a book gathering together all the principal statements Mr. McNamara made during his tenure of office

This Institutional Fiduciary Assessment (IFA) of the Road Executive Agency (REA) was commissioned by the World Bank (WB) country and infrastructure sector management in connection with the government's request to provide the World Bank financing for a new Road Infrastructure Project (project)....