This report addresses IEG s work over the last year, summarizing findings from its evaluations and discussing the trends that are revealed as they relate to the World Bank Group s work. IEG sees that a sharper focus on results and learning from experience are essential

The second edition of the Impact Evaluation in Practice handbook is a comprehensive and accessible introduction to impact evaluation for policy makers and development practitioners. First published in 2011, it has been used widely across the development and academic communities. The book incorporates real-world examples to present practical guidelines for designing and implementing impact evaluations. Readers will gain an understanding of impact evaluations and the best ways to use them to design evidence-based policies and programs. The updated version covers the newest techniques for evaluating programs and includes state-of-the-art implementation advice, as well as an expanded set of examples and case studies that draw on recent development challenges. It also includes new material on research ethics and partnerships to conduct impact evaluation. The handbook is divided into four sections: Part One discusses what to evaluate and why; Part Two presents the main impact evaluation methods; Part Three addresses how to manage impact evaluations; Part Four reviews impact evaluation sampling and data collection. Case studies illustrate different applications of impact evaluations. The book links to complementary instructional material available online, including an applied case as well as questions and answers. The updated second edition will be a valuable resource for the international development community, universities, and policy makers looking to build better evidence around what works in development.

Future growth in the countries in Eastern Europe and Central Asia (ECA) will increasingly depend on innovation. And innovation requires skills. This makes it important, as countries plan for recovery, to undertake reforms to reduce the skills shortages that the previous growth episode exposed. Education systems have a very important role to play in creating the right skills. But education systems in the region fall short of the demands of their economies in two major ways. The first is that despite high levels of enrollment they do not produce enough graduates with the right skills. Students graduate with diplomas, not with skills, because the quality of the education for many students is poor. In large part this is because education systems remain focused on providing an excellent education to a few at the expense of improving the quality of learning for the majority. Moreover, the systems are still making the transition from teaching the basics to inculcating higher order skills such as critical-thinking and problem solving. The second way in which education systems fall short is that outside of a few countries in the EU there are few opportunities for adults to retrain, or acquire new skills. This book argues that generating more of the right skills requires a fundamental change of approach in the education systems in the region so that they aim for, and deliver, higher quality education for the vast majority of students (“not just diplomas but skills”). To start with, education systems need to “turn the lights on” and take seriously the measurement of what students actually learn as opposed to measurement of the inputs into the education process on the implicit assumption that learning follows. Policy makers also need to move away from the focus on inputs and processes and increase the emphasis on incentives.

Monitoring and Evaluation Systems are a critical component of evidence-based policymaking. This book aims to help governments and civil society organizations design, implement and use M and E information drawing from best practice experiences.

The purpose of this book is to communicate findings of a research synthesis investigating the bases of reading failure and the curricular and instructional basics to help guide the design and advancement of children's reading performance. The synthesis--completed by the National Center to Improve the Tools of Educators (NCITE) and sponsored by the U.S. Department of Education's Office of Special Education Programs--was conducted as part of NCITE's mission to improve the quality of educational tools that largely shape practice in American schools.

Work is constantly reshaped by technological progress. New ways of production are adopted, markets expand, and societies evolve. But some changes provoke more attention than others, in part due to the vast uncertainty involved in making predictions about the future. The 2019 World Development Report will study how the nature of work is changing as a result of advances in technology today. Technological progress disrupts existing systems. A new social contract is needed to smooth the transition and guard against rising inequality. Significant investments in human capital throughout a person’s lifecycle are vital to this effort. If workers are to stay competitive against machines they need to train or retool existing skills. A social protection system that includes a minimum basic level of protection for workers and citizens can complement new forms of employment. Improved private sector policies to encourage startup activity and competition can help countries compete in the digital age. Governments also need to ensure that firms pay their fair share of taxes, in part to fund this new social contract. The 2019 World Development Report presents an analysis of these issues based upon the available evidence.

The Independent Evaluation Group’s (IEG) Results and Performance of the World Bank Group (RAP) is a comprehensive assessment of World Bank Group performance, drawing on recent IEG evaluations. The report also examines how effectively the World Bank Group addressed current and emerging development challenges. This year’s RAP focuses on gender integration in World Bank Group operations, building on previous examinations of World Bank Group approaches to risk management (RAP 2013) and the Millennium Development Goals (RAP 2014). 'No country, community, or economy can achieve its potential or meet the challenges of the 21st century without the full and equal participation of women and men, girls and boys.' This statement from the World Bank Group website’s topic page on gender states the essential importance of gender for development. In line with that view, the World Bank Group made considerable progress in addressing gender issues during the past 15 years. Gender has been a prominent corporate objective since the first World Bank Group strategy, introduced in 2001. This year, a new World Bank Group gender strategy has been launched—the first joint World Bank†“International Finance Corporation (IFC) strategy to focus on gender. It is an important step toward sharpening the corporate focus on gender and improving the approach to gender mainstreaming. This report describes how mechanisms for integrating gender in projects and country strategies are working, and to what extent they provide meaningful information about progress and results on gender. The analysis aims to inform World Bank Group efforts to strengthen the approach to documenting, assessing, and evaluating results as part of the new strategy rollout. The report also reviews how effectively the World Bank Group’s portfolio and country programs deliver results, and its system for monitoring the implementation of IEG’s recommendations.