The World Bank's Country Partnership Strategy (CPS) for Guinea in FY 2014-17 confirmed the Government's priority to build 21st century skills for improved employability and to implement systemic reforms. Guinea is emerging from years of political and economic isolation and instability. The...

The World Bank's Country Partnership Strategy (CPS) for Guinea in FY 2014-171 confirmed the Government's priority to build 21st century skills for improved employability and to implement systemic reforms. Guinea is emerging from years of political and economic isolation and instability. The...

Malaysia's higher education sector expanded rapidly in the late 1990s, with the number of institutions peaking in 2001 and the number of international students peaking in 2017. Following improvements in the quality of local universities and the establishment of branches of international campuses...

The selection of resources and platforms that you will find here has been elaborated in order to facilitate the rapid identification of helpful technological solutions that could be used to support remote learning. The resource list is regularly curated and organized by the World Bank's Edtech team

This report proposes a preliminary guiding framework to define and deploy blended learning models at the K-12 level in the Kingdom of Saudi Arabia. Drawing lessons from international examples and good practices, the proposed framework aims to provide key considerations for the strategic and...

SABER-Tertiary Education (SABER-TE) is a diagnostic tool to assess how education systems perform and to identify priorities for reforms at the national level. It is part of the World Bank's Systems Approach for Better Education Results (SABER), which aims to benchmark education systems at the...

South Africa's much anticipated economic rebound in 2018 did not occur. While substantial efforts by the authorities to strengthen governance of public resources and stabilize the fiscal situation helped the economy to not contract further, economic growth remained tepid with a technical...

The Government of Cote d'Ivoire considers information and communications technology (ICTs) as a key instrument for national development. Youth education and training are high priorities for Cote d'Ivoire. Through its national development plan Cote d'Ivoire aspires to become an ICT leader in the...

Burkina Faso considers the education sector a critical player in its development priorities. The higher education sector, which comprised 18 accredited universities (10 public and 8 private) and 75 Grandes Ecoles (23 public and 52 private) in 2020, is expected to play an important role in...

Following the Introduction in chapter one, the report provides a country overview in chapter two to provide the national context. The connectivity gap has both a supply-side and a demand-side: chapter three explores the demand-side, focusing on ICT in the education sector and the challenges...