By World Bank. Human Development Network
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The ultimate success of this strategy will need to be judged country by country: Is there a clear and coherent education plan? Is implementation of the plan on track, and are specified performance targets being met? Are the planned activities resulting in gains in access and learning outcomes? The work of the Bank can affect the answers to these questions significantly. But the most important actors and decision makers are the key education stakeholders and government staff in client countries.
Some 145 million children in poor communities worldwide never get to go to school. Some 60 percent of them are girls. 3 Hundreds of millions of others get only a few years and retain little or nothing. Even many who complete basic education are illiterate. This world includes countries emerging from conflict. These countries are amongst the poorest, their education systems the weakest, and their education spending some of the lowest around the world. In terms of access to education they have some of the greatest problems due to the lack of trained teachers, materials, destroyed buildings and fragmented or shifting communities.
For the World Bankwhose mandate is to work with partners to fight poverty and improve the quality of life education is central to the development agenda. Education is a crucial part of a Comprehensive Development Framework that recognizes that sustainable development requires many social and structural elements in addition to strong economic performance. The long-term goal in education is nothing less than to ensure everyone completes a basic education of adequate quality, acquires foundation skillsliteracy, numeracy, reasoning and social skills such as teamworkand has further opportunities to learn advanced skills throughout life, in a range of post-basic education settings.