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Italien in den 1960er Jahren. Die erste umfassende Reform des Hochschulwesens seit der Ära des Faschismus galt als eines der ambitioniertesten Projekte der 1963 mit hohen Erwartungen gestarteten Mitte-Links-Regierung unter Aldo Moro. Die strukturell in der vorindustriellen und vordemokratischen Welt des 19. Jahrhunderts verhaftet gebliebenen Universitäten Italiens standen im Zuge der tiefgreifenden politischen, ökonomischen und sozialen Wandlungsprozesse nach 1945 vorsubstantiellen Herausforderungen. Diesen begegnete die Mitte-Links-Regierung mit einem weitreichenden Reformentwurf zum Umbau der überkommenen Elitenuniversitäten in moderne Massenuniversitäten mittels Expansion, Studienreform, Restrukturierung und Demokratisierung. Hierüber entbrannte ein jahrelanger Konflikt zwischen den hochschulpolitischen Akteuren, den die Revolte der Studenten von 1968 zusätzlich anheizte. Die Studie untersucht die kontroversen Debatten, die konkreten Reformmaßnahmen sowie deren konfliktreiche Umsetzung und fragt nach den Wechselwirkungen zwischen Hochschulreform und Studentenrevolte.

Higher education reform. --- Student movement.

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This study aims to provide guidance to the Government of Sierra Leone in how to translate investments in education into quality learning. It centers on teachers, the single most important predictor of the quality of an education system. Joyful, rigorous, and focused learning happens when teachers have the necessary inputs and capacity to do their job. Decades of research provide important insights into what successful education systems both do for and ask of teachers. For example, traditional teacher training, which consists of overly theoretical and one-size-fits-all education, needs to be replaced with continuous, personalized, and practical training. While moving away from traditional practices is not easy, it is possible and necessary to improve learning. This study looks at the different stages of the teaching profession: (i) the decision to pursue a teaching career; (ii) pre-service training; (iii) the entry into the teaching service; (iv) deployment; (v) initial training; and (vi) continuous professional development. It provides an overview of each stage and makes recommendations based on global evidence. The results reveal multiple opportunities for improvement, and many measures could be implemented in the short term, including working with the six institutions that provide pre-service training to institute minimum standards; improving the entry and exit exams of pre-service institutions; avoiding hiring unqualified teachers; and institutionalizing the teacher deployment protocol.

Education --- Education Reform --- Primary Education --- Secondary Education --- Teacher Training

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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 democratic election of President Alpha Conda has opened the door for the international donor community, including the World Bank, to come forward and support the new government. The World Bank will partner with the Government of Guinea to develop systems that will 'improve lagging human development indicators for absolute poverty reduction, through more efficient and transparent allocation of resources, and to build shared prosperity by aligning the business environment and education system with Guinea's economy' (World Bank, 2013, pp. 1). This is in line with the government's priorities, as per the Third National Poverty Reduction Strategy Paper (PRSP3) approved in 2013. The PRSP3 aims to reduce poverty and to create and sustain a vibrant private economy by maximizing rents from Guinea'ssubstantial mining sector. The Bank supports the Government's agenda on improving human capital by: (a) promoting both the quantity and quality of education, and (b) upgrading skills for the needs of emerging and export-oriented sectors such as agriculture, tourism, mining, and telecommunications and Information and Communications Technology (ICT). In 2012, the Government requested special support from the Bank in the form of technical assistance to conduct an analysis of the higher education system. This analysis will be used to prepare a comprehensive higher education strategy to meet the needs of both the economy and the labor market. Since the early 2000s, the Bank had limited involvement in this critical sub-sector. Per the Government's request, the Bank mobilized resources to engage in policy and analytical work in the areas of governance, financing, and diagnostic of skills demand and supply from a new employer survey prepared specifically under this technical assistance project.

Accountability --- Education --- Education For All --- Education Reform --- Tertiary Education

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The workforce development (WfD) systems of the seven MENA countries studied in this exercise-Egypt, Iraq, Jordan, Morocco, the Palestinian Territories, Tunisia, and Yemen-were evaluated using the Systems Approach for Better Education Results (SABER) workforce development diagnostic tool and scored similarly in many aspects. Broadly, the seven MENA countries' WfD systems remain very much in need of policy and institutional reform in order to better match skills demand with skills supply. With respect to the three system dimensions identified by the SABER tool, the seven countries show more variation among their strategic frameworks and, on average, score better in this dimension, while they score lower and more similarly on the dimensions of system oversight and service delivery.

Education --- Education For All --- Education Reform --- Labor Markets --- Social Protections and Labor --- Vocational & Technical Education

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Teachers, like all professionals, require ongoing professional development opportunities to improve their skills. This paper provides evidence on effective professional development characteristics and how at-scale programs incorporate those characteristics. The authors propose a standard set of 70 indicators-the In-Service Teacher Training Survey Instrument-for reporting on professional development programs as a prerequisite for understanding the characteristics of those programs that improve student learning. The authors apply the instrument to rigorously evaluated professional development programs in low- and middle-income countries. Across 33 programs, those programs that link participation to career incentives, have a specific subject focus, incorporate lesson enactment in the training, and include initial face-to-face training tend to show higher student learning gains. In qualitative interviews, program implementers also report follow-up visits as among the most effective characteristics of their professional development programs. The authors then apply the instruments to a sample of 139 government-funded, at-scale professional development programs across 14 countries. This analysis uncovers a sharp gap between the characteristics of teacher professional development programs that evidence suggests are effective and the global realities of most teacher professional development programs.

Economic Development --- Education --- Education Quality --- Education Reform and Management --- Lifelong Learning --- Professional Development --- Teacher Training